GRADE 4 Rocks, Minerals, & Materials...

GRADE 4

Rocks, Minerals, &

Materials Engineering TEACHER'S GUIDE

Harford County Public Schools

102 South Hickory Avenue

Bel Air, MD 21014

Revised September, 2010

(9.30.10)

Science Rocks, Minerals, & Materials Engineering, Grade 4

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Unit Description

The Rocks, Minerals, & Materials Engineering (RMME) unit, consisting of twelve activities and one

content literacy extension, is designed to help students construct knowledge relating to basic

concepts about earth science, technology, the engineering design process, and the field of materials

engineering. This unit integrates science activities with lessons from the Engineering is Elementary

(EiE) unit, “A Sticky Situation: Designing Walls – Materials Engineering.” Incorporating

engineering concepts into the elementary science curriculum is part of Harford County’s SySTEMic

Elementary Engineering Project and this unit was first implemented in fourth grade classrooms

during the School Year 2009-2010. The unit is an integration of new and revised (from the Rocks &

Minerals unit) science activities and the EiE unit.

Incorporating best instructional practices in daily science instruction should include the use of

formative and summative assessments to inform instruction and evaluate student progress. The use

of checklists, exit slips, and/or checking a specific response to a “What Have We Learned?” question

are examples of formative assessments that can easily be used in the classroom to evaluate student

progress and to make instructional decisions. Two sample summative assessments are provided to

assist teachers in evaluating student progress although other evaluative measures should be used to

determine grades in science.

*The Maryland Voluntary State Curriculum Standards, Indicators, and Objectives that are

Assessment Limits are indicated with an asterisk (*) for each lesson.

Special thanks to:

Dr. Pamela Lottero-Perdue, Towson University, for providing guidance and professional

development in EiE to many HCPS elementary teachers.

Fourth Grade and GT Teachers at Darlington, North Bend, Jarrettsville, Homestead-

Wakefield, Prospect Mill, Hall’s Cross Roads, and Havre de Grace for piloting the EiE

Materials Engineering unit and providing suggestions for this current version of the new

unit, Rocks, Minerals, and Materials Engineering.


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Activity Title List

Activity 1: What are Rocks and Minerals and how are they Related?

Activity 2: What Properties and Tests can be used to Classify Minerals?

Activity 3: How are Rocks Classified and Formed?

Activity 4: How do Weathering and Erosion Change Earth’s Surface Slowly?

Activity 5: How does the Earth’s Surface Change Rapidly?

Activity 6: What is Technology? How are Earth Materials used in Technology?

(EiE Prep Lesson Modification)

Activity 7: How can Earth Materials be used to Design a Garden Wall?

(EiE Lesson 1)

Activity 8: What is Materials Engineering? How can Materials be used to Solve Problems?

(EiE Lesson 2)

Activity 9: Which Earth Materials make a Good Mortar?

(EiE Lesson 3)

Activity 10: How can we use the Engineering Design Process to Design a Strong Wall?

(EiE Lesson 4)

Activity 11: How have Rocks and Minerals been used in Harford County?

Sample Summative Assessments

Mid-Unit (Activities #1-5)

Final (Activities #1-11)


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Activity

30 Minute

Blocks/Days

Needed

Total Minutes

Needed

Activity 1: What are Rocks and Minerals and how are they

Related?

1 30 minutes

Activity 2: What Properties and Tests can be used to Classify

Minerals?

2 60 minutes

Activity 3: How are Rocks Classified and Formed? 3 90 minutes

Activity 4: How do Weathering and Erosion Change Earth’s

Surface Slowly?

2 60 minutes

Activity 5: How does the Earth’s Surface Change Rapidly? 1 30 minutes

MID-UNIT ASSESSMENT 1 30 minutes

Activity 6: What is Technology? How are Earth Materials

used in Technology (EiE Prep Unit Modification) 1 30 minutes

Activity 7: How can Earth Materials be used to Design a

Garden Wall? (EiE Lesson 1)

2

(Alternative:

ILA lessons)

60 minutes

Activity 8: What is Materials Engineering? How can

Materials be used to Solve Problems? (EiE Lesson 2) 2 60 minutes

Activity 9: Which Earth Materials make a Good Mortar?

(EiE Lesson 3) 3 90 minutes

Activity 10: How can we use the Engineering Design Process

to Design a Strong Wall? (EiE Lesson 4) 4 120 minutes

Activity 11: How have Rocks and Minerals been used in

Harford County? 2 60 minutes

FINAL ASSESSMENT 1 30 minutes

Totals 25

750 minutes

12.5 hours


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MD SC -

Standard

Topic

Maryland State Curriculum - Indicator & Objective

Grade 3-5 (January, 2008)

RMME

Unit Activity

Standard 1.0: Skills and Processes - Students will demonstrate the thinking and acting inherent in the practice of

science.

A. Constructing

Knowledge

1. Gather and question data from many different forms of scientific investigations which include reviewing

appropriate print resources, observing what things are like or what is happening somewhere, collecting

specimens for analysis, and doing experiments.

a. Support investigative findings with data found in books, articles, and databases, and identify the sources used

and expect others to do the same. #11 b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale

(weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch

(elapsed time) to augment observations of objects, events, and processes. #2, #9

c. Explain that comparisons of data might not be fair because some conditions are not kept the same. #9 d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are

large, it is important to try to figure out why. #9

e. Follow directions carefully and keep accurate records of one’s work in order to compare data gathered. #1-4, #9-10

B. Applying

Evidence &

Reasoning

1. Seek better reasons for believing something than "Everybody knows that . . ." or "I just know" and

discount such reasons when given by others. a. Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and

investigations. #1-11

b. Offer reasons for their findings and consider reasons suggested by others. #9

C. Communicating

Scientific

Information

1. Recognize that clear communication is an essential part of doing science because it enables scientists to

inform others about their work, expose their ideas to criticism by other scientists, and stay informed about

scientific discoveries around the world.

a. Make use of and analyze models, such as tables and graphs to summarize and interpret data. #2

d. Construct and share reasonable explanations for questions asked. #1-11 e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and

backgrounds. #7

D. Technology: Design and

Systems

Design Constraints

1.Develop designs and analyze the products: “Does it work?” “Could I make it work better?” “Could I have

used better materials?”

b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for

example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance).

#6-10

c. Identify factors that must be considered in any technological design—cost, safety, environmental impact, and what

will happen if the solution fails. #6-10 Making Models

3. Examine and modify models and discuss their limitations. a. Explain that a model is a simplified imitation of something and that a model’s value lies in suggesting how the

thing modeled works. #10 b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real

thing would work if the same were done to it. #10

Standard 1.0 Skills and Processes Note: Students learn to use scientific skills and processes to be able to

think and act like real scientists in every science lesson. Teachers must make these skills and processes

apparent to the students while teaching science. Posting skills and processes and referring to those will assist

children to think and act like scientists. These State Curriculum objectives are not explicitly written for every

lesson, but the teacher should choose a specific Skills/Processes Standard and Indicator as a focus for each

lesson from this chart.


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MD SC -

Standard

Topic

MD SC - Indicator & Objective

Grade 4

MD SC - Indicator & Objective

Grade 5

RMME

Unit Activity

Standard 2.0: Earth/Space Science – The students will use scientific skills and processes to explain the

chemical and physical interactions (ie., natural forces and cycles, transfer of energy) of the environment,

Earth, and the universe that occur over time.

A. Materials

and

Processes

That Shape

A Planet

2. Recognize and explain how physical weathering and

erosion cause changes to Earth’s surface.

2. Cite and describe the processes that cause

rapid or slow changes in Earth’s surface.

a. Investigate and describe how weathering wears down Earth’s surface

Water

Ice

Wind

a. Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes,

and flooding which change surface features

rapidly.

#4

#5

b. Cite evidence to show that erosion shapes and reshapes the

Earth’s surface as it moves Earth’s materials from one

location to another.

Water

Ice

Wind

b. Recognize that the natural force of gravity

causes changes in Earth’s surface features as

it pulls things toward Earth, as in mud and rock slides, avalanches, etc.

#4

#5

c. Cite examples that demonstrate how the

natural agents of wind, water, and ice produce

slow changes on the Earth’s surface such as carving out deep canyons and building up

sand dunes.

#4

3. Explain how rock is formed from

combinations of different minerals and that

smaller rocks come from the breakage and

weathering of bedrock (solid rock underlying

soil components) and larger rocks; soil is made

partly from weathered rock, partly from plant

remains ---and also contains many living

organisms.

a. Observe and classify a collection of minerals

based on their physical properties.

Color

Luster

Hardness

Streak

#1

#3

#11

b. Identify and compare the properties of rocks that are composed of a single mineral with

those of other rocks made of several minerals

using their physical properties.

#2

c. Describe ways that the following processes

contribute to changes always occurring to the

Earth’s surface.

Weathering

Erosion

Deposition

#3

#11

*Assessment Limits – Maryland State Content Standards, Indicators, and Objectives that are Assessment

Limits are indicated in each activity with an asterisk (*) and Bold, Italicized words, yet highlighted in

yellow in this document. This means that the objective may be tested on the Grade 5 Science MSA.


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Grade 4 – Rocks, Minerals, & Materials Engineering (RMME)

Materials List

Activity

Item

Quantity RMME

Science Kit

Supplies

Curriculum

Guide

Tchr/Stud.

Provided

Electronic

Materials

Non-

Cons.

Consum. Student

Booklet

#1 Rock Samples Several X

#1 Granite (Igneous rock) 6 X

#1 Rhyolite (Igneous rock) 6 X

#1 Feldspar (Mineral) 6 X

#1 Biotite (Black Mica),

Mineral

6 X

#1 Quartz, Mineral 6 X

#2 Mineral Set (#1-12) 6 X

#2 Paper Signs (Smooth, Rough, Shiny, Dull)

1 of each X

#2 Scrap Paper 6 X

#2 Markers 6 X

#2 Transparency –

Mineral Chart 1

X

#2 Transparency –

Hardness Flow Chart 1

X

#2

Mineral Testing Sets

White Paper

Black Paper

Streak Plate

Hand Lens (2)

Paper Clip

Highlighter

Zipper Bag

Student Mineral

Set (3 minerals)

12 (one bag of

supplies

per pair/trio

of students)

X

X

X

X

X

X

X

X

#2 Streak Plate Cleanser

(Dishwashing Liquid) 1 X

#3 Rock Set (#1-11) 6 X

#3 Crayons

(red, yellow, black) 1 of each

color

X

#3 Rock Type Page Labels 7 X

#3 Hand Lens 12 X

#3 Wax Paper 3 Sheets X

#3 Books 3 X

#3 Sand, Dry Clay, Soil X

#3 Votive Candle 1 X

#3 Matches 1 pack X


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#3 Aluminum Tart Pan 1 X

#3 Clothes Pins (wood) 2 X

#3

Transparency -

Sedimentary Rock

Formation Flow Chart

1

X

#3 Transparency –

Igneous Rock Formation 1

X

#4 Smooth River Rocks 6 X

#4 Sand 7 Cups X

#4 Aluminum Pie Plate 13 X

#4 Water

As

Needed

X

#4 Eye Dropper 6 X

#4 Play Dough 1 can X

#4 Ice Cubes 6 X

#5 PowerPoint –

Earth Changes 1

X

#6, #8 Brick 1 X

#6 Wooden Pencils 6 X

#6 Talcum “Baby” Powder 6 X

#6 Eye Shadow/Blush 6 X

#6 Toothpaste 6 X

#6 Paper Bags 6 X

#6 Mineral Set (talc, mica,

calcite, graphite, fluorite) 6 X

#7 Storybook:

Yi Min’s Great Wall

1Class Set

(provided

per school)

X

#8 Blanket 1 X

#8 Cotton T-Shirt 1 X

#8 Metal Spoon 1 X

#8 Cloth 6 X

#8 Paper 6 X

#8 Straw 6 X

#8-9 Zipper Bags, 6”x 6” 24 X

#9 Paper Plates, white 12 X

#9 Hand Lenses 12 X

#9 Streak Plates 30 X

#9-10 Soil 1 Bag X

#9-10 Sand 1 Bag X

#9-10 Clay Powder 1 Bag X


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#9-10 Mask 1 X

#9-10 Measuring cups, ¼ c 3 X

#9-10 Measuring cup,1 c 1 X

#9-10 Paper towels As

Needed

X

#9-10 Spoons 12 X

#9-10 Masking tape As

Needed

X

#9-10 Newspaper As

Needed

X

#9-10 Deli Containers, small 30 X

#9-10 Water, warm As

Needed

X

#10 Bowl/Pitcher for water 1 X

#10 Craft Sticks 12 X

#10 Paint stick 1 X

#10 Buckets w/lids 3 X

#10 Golf Ball 1 X

#10 Wooden Dowel 1 X

#10 Cake Circles 12 X

#10 Rocks 300 X

#10 Index Card, 4”x 6” 12 X

#10 Student Chairs 2 X

#10 String, 3 ft. long 1 X

#11

Rock Sets –

#2 Slate and #5 Gneiss

ONLY

6 X

#11 Serpentine (green dot) 6 X

#11 Chromite (red dot) 6 X

#11

Transparency –

Harford County Geologic

Map

1

X


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Activity 1: What are Rocks and Minerals and how are they Related? Teacher Pages

Maryland Standards and Indicators

Skills and Processes:

1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to

compare data gathered.

*1.B.1.a. Develop explanations using knowledge possessed and evidence from

observations, reliable print resources, and investigations. 1.C.1.d. Construct and share reasonable explanations for questions asked.

Earth/Space Science:

*2.A.3.b. Identify components of a variety of rocks and compare the physical

properties of rocks with those of minerals to note major differences. (VSC Grade 5)

Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and

composed of minerals that have unique physical properties.

Enduring Understanding (Engineering): Materials engineers consider the properties of

materials and use the engineering design process to create new materials (technologies).

Guiding Questions:

1. How do geologists identify mineral properties?

2. How are igneous, metamorphic, and sedimentary rocks formed?

3. How can earth materials be used to create technologies?

4. What is materials engineering?

Key Concepts: Change

Materials:

A sample of rocks (either from home, from the schoolyard, or from the kit)

6 samples each of the following igneous rocks: granite & rhyolite

6 samples each of the following minerals: feldspar, quartz, biotite (black) mica

Class Time: 30 minutes

Preparation:

1. In the prior class, have students bring in rock samples from home. Another option: Have children

find rocks at recess prior to instruction. If you don’t have time for either of these, use a selection of

rocks from the kit – names of those rocks are not important at this time.

2. Obtain the needed materials from the kit.

3. Group the minerals into six sets, each containing one sample of feldspar, one of quartz, and one of

mica.


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Background:

Rocks and minerals are Earth materials. They are made by the complex processes of and forces in

and on our dynamic Earth.

Most children have encountered and explored rocks since a very young age. However, identifying a

rock is often easier for children than describing what makes something a rock. Rocks are naturally

occurring (i.e., not human made) solid substances that are made of two or more minerals.

Minerals are the basic building blocks of the earth and have their own distinct properties. A mineral

is a solid element or compound from the earth’s crust that has a definite chemical composition

and crystal shape.

Students sometimes identify things like bricks and concrete as being rocks, however, these are

human-made technologies that are composites (blends) of Earth materials like rock, sand, and clay.

Students will confront this distinction in this first activity, and will address the idea that Earth

materials can be combined to create technologies later in the unit.

Students may recognize the word “mineral” from their cereal boxes and daily supplement bottles.

Indeed, we eat small quantities of minerals when we consume things like fruits, vegetables, and daily

supplements.

ScienceSaurus Reference Handbook – pages 166-167

Prior to the Lesson:

1. Gather rocks!

Ideally, have the students collect a rock sample for homework. A great way to set children

up to go find a rock is to read aloud the book, Everybody Needs a Rock by Byrd Baylor and

Peter Parnall (1985). This will help ensure, for example, that the rocks that children collect

are of an appropriate size for classroom instruction. Ask that the children do not purchase

or polish a rock; rather, they should try to find one – small enough to fit in a pocket, and

large enough to not get lost easily. You may want to bring in additional rocks for children

who will forget to bring in theirs.

If this has not been done as a homework assignment, have students collect a rock sample

from the schoolyard ground during recess.

If there is still no time for this, use a selection of rocks from the kit or bring in your own. Be

sure that there is enough rocks for each child to have/handle one.

Note: The purpose of this rock gathering NOT to ultimately try to identify these rocks. Rather, it’s to

simply get students thinking about rocks, and to have a set of ordinary rocks that can be used in the

warm-up.


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Warm-Up: [DOL1, 2]

1. Ask the students to observe the rock that they found (or that you provided) with three of their

senses: Sight, Touch, and Smell. Give them a minute or two to do so, and have them write down

their observation on their Warm-Up sections.

2. In a class discussion, ask the children: Can you describe what your rock looks like, how your

rock feels, or how your rock smells? Say that these are some “physical properties” of our rocks.

Record children’s ideas on the board or in a chart like so:

Physical Properties of our Rocks

Looks Like Feels Like Smells like

Students’ answers might include (accept all answers):

Physical Properties of our Rocks


White

Gray

White and grey streaks

Dirty

Smooth

Rough

Cold

Gritty

Dirt

Mud

It’s stinky

No smell

3. Ask students: Are all of our rocks the same? (Elicit: no). Ask: If they are not the same, what

makes all of these rocks? What do they have in common? (Elicit: They are chunks of the

Earth; they are natural).

Let's Find Out: [DOL2, 3]

4. Tell the students that you brought a rock with you today. It’s a rock called granite. Ask: Have

any of you ever heard of granite before? Where have you seen granite? [Some students may

have granite countertops in their homes or have seen them in others.]

5. Hand out granite samples to groups of students. Ask the students to describe the colors that

they see in these granite samples. [Elicit: white, black, and pink]

6. Explain that one thing that makes a rock a rock is that it is made up of two or more minerals.

Granite is a rock that is particularly good at helping us see its minerals. How many different

minerals do you think are in granite? [Elicit: three – one for each color].


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7. Write down the three colors on the board: White, Black, and Pink. Say that each of these colors is

a different mineral. On the board, next to each color, write the corresponding mineral like so:

Colors in our Granite Sample Minerals in our Granite Sample

White Quartz

Black Biotite Mica

Pink Feldspar

8. Hand out mineral samples of Quartz, Biotite Mica, and Feldspar to each group. Ask children to

compare the mineral samples to the granite (rock) sample.

9. Write the following on the board (or have it on a sentence strip):

Rocks are solid Earth materials that are made of two or more minerals.

10. Now, hand out rhyolite samples to each group of children. Tell the children that this is a rock,

just like granite is a rock. Ask the children to describe the color of this rock and record it in their

table in the Let’s Find Out section. Encourage students to compare the granite sample with the

rhyolite sample. Looking at the samples from a distance, does the rhyolite look like one solid

color or multiple colors like the granite? (if students look closely, they will see multiple colors)

11. Ask: If this rhyolite sample is a rock, what is it made of? (Elicit: two or more minerals).

Ask: Is it easy to see the different minerals in this rock like it was for granite? (Elicit: no; it

looks pinkish/gray-ish).

12. Tell the children that rhyolite is made of the SAME minerals as is granite (quartz, biotite mica,

and feldspar), but it is more difficult to see those minerals. (If a student asks, this is because

rhyolite formed faster than granite, so its mineral crystals are smaller.) The lesson here is that it is

not always easy to see the minerals that make up a rock! Instruct the students to complete their

table as follows:

Color of our Rhyolite Sample Minerals in our Rhyolite Sample

Pinkish/Grayis

Quartz

Biotite Mica

Feldspar

13. Tell the children that they will learn more about the unique properties of minerals like quartz,

biotite mica, and feldspar in the next activity.


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What Have We Learned? [DOL3]

1. Complete the following definition of rocks: Rocks are [solid Earth materials] that are made of

[two or more minerals].

2. Granite and rhyolite are examples of rocks. What are the minerals that make up those rocks?

(Look back at your notes!). [quartz; biotite mica; and feldspar]

3. Is it always easy to see the different minerals that make up a rock? Explain. [No. It is not easy to

see that rhyolite, which looks like one grayish/pinkish rock, is actually made of three different

minerals that are three different colors.]

Notes:

Students should not be expected to memorize that granite and rhyolite are made of a combination

of quartz, biotite mica, and feldspar. Rather, these examples help reinforce the ideas that rocks

are made of two or more minerals, even if the minerals are not distinctively apparent.

You may wish to locate a picture of a granite countertop in a kitchen to show children one

(possibly familiar) way this rock is used.

Special Education Notes:

When presenting any background information to the students, use visuals as often as possible

to make the concepts more concrete for them. This is one reason that actual rock samples are

used throughout this activity. This will not only help out the special education students, but

many others as well. It would also be a good idea to consult with your special educator for

assistance with more specific modifications for your students.

Type the What Have We Learned questions on overheads or onto PowerPoint presentation.

Display and discuss each question one at a time. Allow students to write own answer or copy

from screen. For students who may have difficulty with copying from a distance or with the

physical aspect of writing, the overheads can be copied or the slides can be printed and stapled

into those student’s booklets.

Cross-Curricular Connections:

Language Arts/Art – Read Aloud - Everybody Needs a Rock by Byrd Baylor and Peter Parnall.


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Activity 1: What are Rocks and Minerals and how are they Related? Student Pages #3-4





Guiding Questions:






Materials: per group

2 Rock Samples – Granite & Rhyolite

3 Mineral samples – Feldspar, Biotite, Quartz


Warm-Up:

1. Describe the physical properties of your rock:

Physical Properties of My Rock


Let's Find Out:

1. List the colors in the granite sample in the first column, “Colors in our Granite Sample.” Your

teacher will help you complete the second column, “Minerals in our Granite Sample.”

Colors in our Granite Sample Minerals in our Granite Sample


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2. Describe the color of the rhyolite sample in the column, “Color of our Rhyolite Sample.” List the

minerals that are in rhyolite in the “Minerals in our Rhyolite Sample” column – they are the same

as for granite.

Color of our Rhyolite Sample Minerals in our Rhyolite Sample

What Have We Learned?

1. Complete the following definition of rocks:

Rocks are ______________________________________________________ that are made of

_____________________________________.

2. Granite and rhyolite are examples of rocks. What are the minerals that make up those rocks?

(Look back at your notes!)

3. Is it always easy to see the different minerals that make up a rock? Explain.


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Activity 2: What Properties and Tests can be Used to Classify Minerals? Teacher Pages



*1.A.1.b. Select and use appropriate tools, hand lens, or microscope (magnifier),

centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer

(temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to

augment observations of objects, events, and processes.




observations, reliable print resources, and investigations. 1.C.1.a. Make use of and analyze models, such as tables and graphs to summarize and

interpret data.

1.C.1.d. Construct and share reasonable explanations for questions asked.


2.A.3.a. Observe and classify a collection of minerals based on their physical properties:

color, luster, hardness, and streak. (VSC Grade 5)

Enduring Understanding (Science): Rocks are created by the Earth’s natural forces, and are



materials, and use the engineering design process to create new materials (technologies).

Guiding Questions:






Materials (per pair/trio of students):

Mineral Testing Sets: zipper bag containing a small piece of white paper; a small piece of black

construction paper; a streak plate; a hand lens; a paper clip; and a highlighter

Three different minerals - see preparation section for how to distribute minerals to pairs/trios - 4

samples of each of these Minerals: #2 Calcite, #3 Feldspar, #4 Pyrite, #5 Galena, #6 Graphite,

#7 Hematite, #8 Halite, #10 Quartz, #11 Talc

For Teacher

One complete set of 11 minerals for teacher use, numbered #1-11 (Fluorite, #12is another mineral

included in the kit which is used in Activity 6. Mineral #12 is Muscovite or clear mica, and it may or may not be part

of the kit. These minerals can be used in this activity at the teacher’s discretion.)


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Paper Signs that say SMOOTH, ROUGH, SHINY, and DULL.

6 Pieces of Scrap Paper

Markers

Transparency - Mineral Chart

Transparency - Hardness Flow Chart

Streak plate cleaner (Dishwashing Liquid)


Preparation: 1. Have a demonstration mineral set available for the Warm-up.

2. Also for the Warm-Up, have sheets of paper ready that say “SMOOTH” and “ROUGH” and

“SHINY” and “DULL,” and have markers and scrap paper available for a student to write on.

3. Prepare mineral testing bags for each pair of students. Each bag will have in it: a small piece of

white paper; a small piece of black construction paper; a streak plate; a hand lens; a paper clip;

and a highlighter.

4. Prepare a transparency of the Mineral Chart.

5. Make a transparency of the Hardness Flow Chart.

6. Prepare 12 sets of three minerals each as described below in the chart - one set of minerals will

be distributed to each pair/trio of students. The Teacher Mineral Sample Set will be used to

model the tests. Each pair/trio will receive one Student Mineral Set:

Teacher Mineral

Sample Set

Student Mineral Sets

4 Sets: 4 Sets: 4 Sets:

#1 Biotite (Black Mica)

#9 Magnetite

#2 Calcite

#3 Feldspar

#4 Pyrite

#5 Galena

#6 Graphite

#7 Hematite

#8 Halite

#10 Quartz

#11 Talc

Background:

Classification is an important skill used throughout the world of science. Classifying tends to

bring order to our understanding of the natural world. This activity exposes students to the ways

in which geologists classify minerals according to physical properties.

Classification of Minerals by Simple Observation:

Geologists may observe the following physical properties by simply looking at and handling

them: color, luster [shine] and texture.

Color, luster, and texture, when used together, are helpful in identifying and classifying minerals.

A mineral can be classified according to its color. The elements making up a mineral determine

its color. Although color is the easiest mineral property to observe, it is not the most reliable for

identifying minerals. The variety of color of some minerals is due to the presence of tiny

quantities of other substances. A mineral can also be classified according to its luster. Luster

refers to the way light reflects from the surface of a mineral and can be classified as shiny or dull.


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A third way to classify minerals is according to its texture. Texture refers to how smooth or rough

the outside of the mineral is.

Classification of Minerals via Testing:

Tests can help geologists further describe and identify minerals. The tests that will be explored

here include streak and hardness.

Many minerals leave distinct marks when rubbed across a “streak plate” – a porcelain surface that is

standard equipment in a geologists field kit. Mineral powder that is left behind when the plate is

rubbed causes the distinctive streak. Very hard minerals do not "streak," they just scratch the plate.

Students will test samples to see whether they leave a distinctive "streak" of color on the streak plate.

The hardness of a mineral is determined by the bonds between its atoms. The stronger the atoms’

bonds, the harder the mineral. Geologists use an easy scratch test to determine the hardness.

Hardness is a measure of how easily a mineral can be scratched. Geologists order minerals on a

relative scale called Moh's Hardness Scale. Each mineral is given a ranking from 1 [soft, like

talc] to 10 [hard, like a diamond]. If calcite [3] scratches talc [1], then calcite is harder than talc.

If quartz [7] scratches calcite [3], then quartz is harder than calcite.


Warm-Up: [DOL1, 2]

1. Review the big idea from Activity 1. Ask: How are rocks and minerals related? [Elicit: Rocks

are made of one or more minerals.]

2. Say that today, students will be investigating the physical properties of minerals. Hold up a

mineral sample. Ask: What is an example of a "physical property" of this mineral sample?

[Elicit: color, texture.]

3. Say that scientists use the different physical properties of minerals to "classify" or sort minerals.

Ask: what does it mean to classify or sort? [Elicit: To group like things together.] Emphasize

that there is no correct way to classify. Scientists mutually agree upon a system for convenience,

but it is often debated and revised. (Example: Pluto!)

Texture

4. Call students to a space where all can see a mineral set that is on the floor or on a table. Have

your “SMOOTH” and “ROUGH” labels ready. Tell students that you will demonstrate how you

would sort the minerals by their texture – either smooth or rough. Place the labels on the

table/floor, and then begin to sort the minerals. Talk aloud to yourself, e.g. “Ooh, this one is very

smooth. I’ll put it here. This one is a little smooth but it has bumps on it, so I’ll put it over here in

the rough group.” Be sure to demonstrate by your example that the samples are not perfect. The

minerals will sort out this way according to texture:

Classifying Minerals by Texture

Smooth Rough

Biotite Mica (#1), Calcite (#2), Feldspar (#3),

Halite (#8), Quartz (#10), Talc (#11)

Pyrite (#4), Galena (#5), Graphite (#6),

Hematite (#7), Magnetite(#9)


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Follow-up discussion:

a. Ask the students if they agree with your classification system. Say that scientists

try to agree on classification schemes. Students need not record this. Remove the

“SMOOTH” and “ROUGH” labels, keeping the minerals sorted by texture.

b. Ask all students: Why is it somewhat difficult to sort minerals by texture?

[Answers will vary; some minerals have smooth and rough parts; spectrum of

smoothness/roughness]

Luster

5. Now, ask a volunteer to sort the same mineral set another way: by luster. Have your “SHINY”

and “DULL” labels ready. Explain that luster is how shiny, sparkly or reflective something is. A

mirror would have a very high luster, and chalk would have very low luster. Place the “SHINY”

and “DULL” labels each next to one pile of minerals (that has been sorted according to texture).

Ask: Will these minerals just stay sorted in the same way that they were for texture? [Elicit: no.] Allow a few moments for the student volunteer to classify the minerals by luster,

placing them on/near the “SHINY” or “DULL” labels. Expect the following results:

Classifying Minerals by Luster

Shiny Dull

Biotite Mica (#1), Calcite (#2), Feldspar (#3),

Pyrite (#4), Galena (#5), Halite (#8),

Magnetite(#9), Quartz (#10)

Graphite (#6),

Hematite (#7), Talc (#11)

Follow-up discussion:

a. Ask the other students if they agree with the student’s classification. Again,

reinforce that scientists try to agree on classification schemes.

c. Ask the student volunteer: Were some of the minerals difficult to sort this way?

Why is it somewhat difficult to sort minerals by luster? [Answers will vary; some

minerals have shiny parts; some shinier than others]

Color

6. Remove the “SHINY” and “DULL” labels. Ask: How else can we sort these? [Elicit: By color].

Ask a student to sort them using any system they want, so long as the minerals are sorted by

color. Allow the student to sort the minerals, and provide a marker and scrap paper for them to

label each pile. Have a follow-up discussion:

a. Ask the student to describe her/his system for classifying minerals by color.

[Answers will vary.]

b. Ask other students: Would you classify the colors of these minerals the same

way? [Answers will vary.] Say that although scientists usually agree on one way to

sort things, there is often no one right way to classify.


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c. Ask all students: Why is it somewhat difficult to sort minerals by luster?

[Answers will vary; some minerals have shiny parts; some shinier than others]

7. Have students return to their desks and turn to the Mineral Chart in the Student Booklet, which

has been completed for color, luster, and texture for all mineral samples. Explain that the system

for classifying color that was used here was simple: Dark or Light!

8. Share that we have now classified minerals based on three physical properties. Ask: If I tell you

that I’m thinking about a mineral that is light, shiny, and smooth, which one am I thinking

about? [Calcite, Feldspar, Halite, and Quartz – all 4 meet these criteria]. Ask: Do we need to

describe these minerals a bit more to be able to differentiate (separate) them? [Elicit: Yes!]

Ask: Why? [Because four of them can be described in the same way with regard to color,

texture, and luster.]

9. Ask: Does anyone have any predictions about what hardness or streak might mean? [Accept all responses.]

Let's Find Out: [DOL3]

1. Tell the students that they will learn about streak and hardness tests, and that they will perform

them for each of their three minerals. Teacher will model these tests using the Teacher Mineral

Sample Set before the students perform the tests with their partners.

2. Tell students that they will work in pairs for this activity, and each pair/trio will help create the

Class Mineral Chart by sharing results with the class and recording data collected. Explain that

you will model each test for the class before the groups complete tests independently.

3. Model highlighting the rows of the Mineral Chart for the 3 minerals that the teacher will test.

Hand out prepared Mineral Testing Bags and a set of three minerals to each pair/trio (see

preparation section for grouped sets). Then, have each child in the group highlight the rows of

Mineral Chart for the three minerals that they will be testing.

4. Ask the students to look at how their three minerals were described for color, luster, and

texture. Ask them to place a check mark in each box if they agree with the description. If

they do not agree, have them write their description, below the one provided.

Streak Test

5. Ask the students to remove the white and black pieces of construction paper from their mineral

test bags. Have students discover which of the minerals could be used to draw on the white or

black pieces of paper by experimenting with them.

6. Discuss why some minerals left a mark, while others did not. Stress the idea that some minerals

are too hard to leave a mark. These minerals just scratch the paper.

7. Ask the students to follow along while you read this, which is on the back of the Mineral

Chart:

A geologist uses a small piece of hard porcelain called a streak plate to help identify

minerals. The "streak" is the color of the powdered substance that is left after the mineral

has been rubbed against the streak plate. Many rocks and minerals leave a distinctive streak

when rubbed against the plate. Some minerals are too hard and just scratch the plate.

8. Have the students remove the streak plate from their mineral testing baggies.


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9. Use the Teacher Mineral Sample Set to demonstrate the streak test to the students. Model

recording the results on the Class Mineral Chart. Tell them they will be testing their set of three

minerals using the same test and recording the results on their charts. Ask them to describe the

streak they see as being: White, Gray, Black, or Brown. (This is listed at the top of the streak

column on the Mineral Chart.)

10. Lead a class discussion to record student findings onto a class Mineral Chart (on an overhead or

chart). Ask each pair/trio to share the results for one mineral, and ask if the other groups who

tested that mineral agree. Continue until all of the results for streak have been recorded. (Students

should complete their tables along with the teacher.)

11. Ask students: Why do some minerals leave a streak and others do not? [Elicit: Some

minerals are softer and crumble easier; harder minerals do not crumble as easily to leave a

mark.]

Hardness Test

12. Say that streak tests are one way to measure how hard a mineral is (the harder the mineral, the

more likely to scratch the porcelain). Another way to measure hardness is by scratching the

mineral with soft and hard tools to see if a mark is left in the mineral. A hardness test, then, is

another way to classify minerals.

13. Have students brainstorm examples of items that are easy to scratch and items that are hard to

scratch. [Possible answers could include paint, skin, or metal.]

14. Ask the students to follow along while you read this, which is on the back of the Mineral

Chart:

Geologists test the hardness of minerals by scratching the minerals with certain tools.

Those tools include their own fingernails and different metal scratching devices like knives.

If a mineral can be scratched with a very soft object like a fingernail, it is a very soft

mineral. A mineral is very hard if even a very hard metal cannot scratch it.

15. Model the Hardness Test with the Teacher Mineral Sample Set to demonstrate how to use a

fingernail and a paper clip to scratch a sample.

a. Model careful observation of where you performed the test (to observe the possible

scratch left in the sample) with a hand lens.

b. Also model observation of the tool - the underside of the fingernail or tip of the paper

clip (for residue).

c. Emphasize to the students how easily soft minerals can be destroyed by scratching,

and encourage restraint.

d. Use the overhead transparency of the Hardness Flow Chart to explain the

classification of soft, medium, and hard.

e. Use the Hardness Flow Chart to model that when they have scratched a surface, there

is no need to proceed further. For instance, if a fingernail scratches the mineral, there

is no need to try the paper clip.

f. Model recording results on the Class Mineral Chart for students to copy as an

example.


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16. Have students use the samples they have been given to determine the relative hardness of each.

They should record their findings on their Mineral Chart.

17. Lead a class discussion to record student findings onto the Class Mineral Chart. Ask each

pair/trio to share the results for one mineral, and ask if the other groups who tested that mineral

agree. Continue until all of the results for streak have been recorded. (Students should complete

their tables along with the teacher.)


1. Why it is difficult to classify minerals using any one physical property? Choose one physical

property (color, luster, or texture) to explain your answer. [GQ3] [One of these may be

elaborated: Minerals may have multiple colors in them; some parts may be shiny while other

parts are dull, some minerals are somewhat smooth and somewhat rough.]

2. Why do some minerals leave a streak while others do not? [GQ3] [Softer minerals crumble and

leave a powder residue. Harder minerals do not crumble; they scratch the tiles.]

3. Why might geologists need to perform other tests besides hardness to classify or identify a

mineral? Explain your answer using evidence from this investigation [GQ3] [Geologists need to

consider other properties/tests because several minerals have the same hardness.]

Notes:

After this experiment, the teacher will need to clean the streak plates with the cleanser provided.

The steak plates can be cleaned with water and towel or dishwashing liquid provided in the kit.

Hardness, the resistance of a material to being scratched, is one of the most difficult standards on

which students can agree. It can be difficult for the students to truly see the mark (or lack of

mark) left behind after scratching. Try to have students reach consensus, and re-perform the test

in front of the students if need be, modeling a careful scratch test.



to make the concepts more concrete for them. Spend some time during the lesson developing

vocabulary. This will not only help out the special education students, but many others as

well. It would also be a good idea to consult with your special educator for assistance with

more specific modifications for your students. For this lesson, define the three ways that

minerals can be classified.

When completing the mineral chart, have a buddy or para-educator help record information in

the student’s booklet.

Discuss the What Have We Learned questions as a whole group. Write the answers on the

overhead or the board. You may also want to type the What Have We Learned questions on

overheads or onto PowerPoint presentation. Display and discuss each question one at a time.

Allow students to write own answer or copy from screen. For students who may have

difficulty with copying from a distance or with the physical aspect of writing, the overheads

can be copied or the slides can be printed and stapled into those student’s booklets.


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Extensions:

Moh's Hardness Scale could be a topic for further study or research.

You may want to mention that there are other ways to classify minerals – by what is magnetic

(magnetite), or by what reacts with an acid (calcite).

The video, “Rocks and Minerals: The Hard Facts – Part I” can be used as an extension.

Cross-Curricular Connections: Language Arts

Science Rocks and Minerals, Grade 4

RMME Teacher - 29

Mineral Chart (Key)

Name Number Color Luster Texture Streak Hardness

Biotite [Black Mica] 1 Dark Shiny Smooth Gray Soft

Calcite 2 Light Shiny Smooth White Soft

Feldspar 3 Light Shiny Smooth White Hard

Pyrite 4 Light Shiny Rough Black Hard

Galena 5 Light Shiny Rough Gray Medium

Graphite 6 Light Dull Rough Brown Soft

Hematite 7 Dark Dull Rough Brown Medium

Halite 8 Light Shiny Smooth White Medium

Magnetite 9 Dark Shiny Rough Brown Hard

Quartz 10 Light Shiny Smooth White Hard

Talc 11 Light Dull Smooth White Soft


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SMOOTH


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ROUGH


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SHINY


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DULL


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Activity 2: What Properties and Tests can be used to Classify Minerals? Student Pages #5-9





Guiding Questions:






Materials (per pair/trio):

Mineral testing bags that contain: a small piece of white paper; a small piece of black

construction paper; a streak plate; a hand lens; a paper clip; and a highlighter

Student Mineral Set (3 mineral samples)



Warm-Up: Teacher will discuss classification and physical properties of minerals – color, luster,

texture, and hardness.

Let’s Find Out:

1. Follow your teacher’s directions to work in pairs to complete the streak test and the hardness

test on the minerals. See Mineral Chart for recording data on page 37.


1. Why it is difficult to classify minerals using any one physical property? Choose one physical

property (color, luster, or texture) to explain your answer. [GQ3]


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2. Why do some minerals leave a streak while others do not? [GQ3]

3. Why might geologists need to perform other tests besides hardness to classify or identify a

mineral? Explain your answer using evidence from this investigation [GQ3]


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Mineral Chart

Name # Color Luster Texture Streak – Gray, White,

Black or Brown?

Hardness – Soft,

Medium, or Hard?

Biotite

[Black Mica] 1 Dark Shiny Smooth

Calcite 2 Light Shiny Smooth

Feldspar 3 Light Shiny Smooth

Pyrite 4 Light Shiny Rough

Galena 5 Light Shiny Rough

Graphite 6 Light Dull Rough

Hematite 7 Dark Dull Rough

Halite 8 Light Shiny Smooth

Magnetite 9 Dark Shiny Rough

Quartz 10 Light Shiny Smooth

Talc 11 Light Dull Smooth


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Color

The colors of minerals vary. They can be light or dark, and include pink, green, and other colors.

Luster

Minerals can have a high luster or low luster. High luster minerals look sparkly or shiny, reflecting light like a mirror.

Low luster minerals are dull, and do not sparkle or shine.

Texture

Minerals may be smooth or rough to the touch.

Streak Test

Geologists use a small piece of hard porcelain called a streak plate to help identify minerals. The "streak" is the color

of the powdered substance that is left after the mineral has been rubbed against the streak plate. Many rocks and

minerals leave a distinctive "streak" when rubbed against the plate. Some minerals are too hard and just scratch the

plate.

Hardness Test

Geologists test the hardness of minerals by scratching the minerals with certain tools. Those tools include their own

fingernails and different metal scratching devices (e.g., knives). If a mineral can be scratched with a very soft object

like a fingernail, it is a very soft mineral. A mineral is very hard if even a very hard metal cannot scratch it.


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The mineral is

HARD.

The mineral is MEDIUM

hard.

The mineral is SOFT.

Can a paperclip

scratch it?

Yes

Yes

No

No

Mineral Hardness

Flow Chart

Can a fingernail

scratch it?


RMME - 40


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Activity 3: How are Rocks Classified and Formed? Teacher Pages








*2.A.3.b. Identify components of a variety of rocks and compare the physical

properties of rocks with those of minerals to note major differences. (VSC Grade 5)

*2.A.3.c. Describe ways that the following processes contribute to changes in the

Earth’s surface: erosion, transport, deposit. (VSC Grade 5)





Guiding Questions:






Materials (per group):

One rock set #1-11

2 hand lenses

One set of rock type page labels (SEDIMENTARY, IGNEOUS, METAMORPHIC)

Red, yellow and black crayon (student provided)

Materials (teacher):

Warm Up Section:

o One rock set, organized into rock types (sedimentary, igneous, metamorphic)

o One set of rock type page labels (SEDIMENTARY, IGNEOUS, METAMORPHIC)

Sedimentary Rock Formation Process teacher modeling/demonstration:

o Red, yellow, and black crayon, two thirds of each shaved into separate paper cups – keep the

one third of each crayon that remains! (see preparation)

o Two sheets of wax paper


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o Three books

o Bag of sand, dry clay, and soil

o Transparency - Sedimentary Rock Formation Flow Chart.

Igneous Rock Formation Process teacher modeling/demonstration:

o Three chunks of red, yellow, and black crayons (left over from sedimentary rock modeling)

o Votive candle, matches, aluminum tart pan, two clothespins.

o Transparency - Igneous Rock Formation sheet.

Approximate Class Time: 90 minutes

Preparation:

1. Make enough photocopies of rock type page labels (at end of this activity in teacher guide) so

that each group and the teacher can have a set.

2. Pre-classify the teacher set of rocks. Do not do this for the student sets. Hide the pre-sorted

teacher set of rocks until ready for use in the lesson.

3. Shave two thirds of the black crayon into one cup, two thirds of the yellow crayon into another,

and two thirds of the red into another. Save the leftover (one-third) chunks for use in the

sedimentary rock formation process AND igneous rock formation process modeling in Let’s

Find Out. Make shavings as small as possible, use a microplane, carrot peeler, or a child pencil

sharpener. Parent volunteers can assist.

4. After the sedimentary rock formation demonstration, the layers get compressed together – do

not expect that all shavings will form into one solid mass. To help with compression, place wax

paper on shavings then use a book and a child to put weight onto the book. Try to see the layers

in the compressed rock formation (the edges will not be stuck together)

5. If doing the extension/optional video, acquire a VCR and television, and set the video to part 2.

6. Create an overhead transparency or chart that shows the rock number and its name.

Background:

Geologists classify rocks based upon on how they were formed. All rocks that have been formed

on Earth are igneous, sedimentary, or metamorphic. Each of these three kinds of rocks is formed

in a completely different way. This activity first demonstrates to students that geologists’

classification scheme is not obvious (to non-geologists) based upon the obvious physical

properties of rocks. Then, the activity models the way in which igneous and sedimentary rocks

are formed. Metamorphic rock processes are discussed via reading, as few activities are available

that accurately reflect this process. The rock formation processes of sedimentary, igneous and

metamorphic rocks are discussed below.

Sedimentary Rock Formation

It can take millions of years for sedimentary rock to form. Layers of sediment – loose materials

such as sand, mud, or bits of rock – pile up over time. The growing weight of the top layers

causes the bottom layers to join together, eventually forming solid rock.


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Layers of sedimentary rock can be found in the Grand Canyon. The rock formed from layers of

sediment that turned to stone about 250 million to 1 billion years ago. Over the past 5 million

years, the Colorado River has cut through the rock to uncover this spectacular view of Earth’s

past.

Limestone, another sedimentary rock, forms from the remains of sea animals, such as coral. Sea

animals make limestone in the form of their outer skeletons or shells. Over millions of years,

layers of coral and shells turn into a bed of limestone.

A fossil is the preserved remains of a plant, animal, or other organism that lived on the Earth

long ago. The remains of most dead animals and plants either are eaten by animals or

decompose through the action of bacteria and fungi. Only those organisms that are quickly

buried after they die can become fossils.

Fossils are most often found in sedimentary rocks. Most fossils form when a dead plant or

animal was buried quickly by sediment. As the sediments hardened, the remains became trapped

in rock and formed a fossil. Fossils would be destroyed by either the intensely hot environment

of igneous rock formation (involving molten rock) or the intense pressure and hot temperatures

that are characteristic of metamorphic rock formation.

Igneous Rock Formation

Igneous rock forms when molten rock cools and becomes solid. Molten rock that is deep below

the surface of the earth is called magma. If magma reaches the surface, as it does when a volcano

erupts, this molten rock is called lava. Lava cools and hardens to become a kind of igneous rock

called extrusive rock. When magma cools and hardens underground, another kind of igneous

rock forms. This is called intrusive rock.

Metamorphic Rock Formation

Metamorphic rocks are formed deep underground when an original or “parent” rock (e.g., a

sedimentary rock like shale) is heated or squeezed [or both] (e.g., becoming the metamorphic

rock, slate). This warm and pressured environment creates such great change that the minerals in

the metamorphic rock can be different than those in the parent rock.

The pressures involved in metamorphic rock formation are much greater than those involved in

sedimentary rock formation (i.e., as layers of sediments are compressed by the growing weight

of other layers on top). The pressures in metamorphic rock formation are great enough to be able

to fold rocks!

The temperatures involved in metamorphic rock formation are high, but not high enough to melt

rock. If the rock melts and later cools, then igneous, not metamorphic, rock would form.

A Note about Modeling these Formation Processes

There are many hands-on activities that attempt to model these rock formation processes. No

model is perfect, but some are better than others. In the elementary classroom, crayons are often

used (and have been used in previous versions of this HCPS unit) to model rock formation

processes.

In this activity, these crayons are used to model sedimentary rock formation (i.e., weathering,

erosion, deposition, layering, and compression leading to the formation of the rock). The


RMME - 44

different colors allow children to differentiate the layers and thus the age of the layers. The

crayons are used again to model igneous rock formation (i.e., the cooling of molten rock). There

are limitations in each of these uses of the crayon model (e.g., a lack of modeling the role of

evaporation in some kinds of sedimentary rock formation, and our omission of crystallization

processes), which are largely based on age-appropriateness. However, these models are largely

accurate.

This activity does not attempt to use crayons to model metamorphic rock formation, as it is

difficult to accurately model vast pressures, high temperatures that do not melt the crayons, and

the depth at which this occurs in the Earth that literally change one solid into another. For this

reason, the children will read about metamorphic rock formation in this activity without the

presentation of a crayon model.


Warm-Up: [DOL1, 2]

1. Review what was learned yesterday. Ask: How do geologists classify minerals? [Elicit: by

physical properties like color, luster, and texture, and by tests like streak and hardness]

2. Remind the students that this is how minerals are classified. Say that today we’re going to talk

about rocks. Ask: How do you think rocks are classified? [accept all answers].

3. Hand out rock sets to each group. Ask the children to classify the rocks in any way they

choose, and be ready to share their classification schemes with the class. Give the children about

3 minutes to do this; longer if necessary. Remind them that they need to be prepared to share

their reasons for grouping certain rocks together.

4. Lead a class discussion, asking one child from each group to report the way in which they

classified their rocks. Elicit from each group what physical properties (color and/or texture

and/or luster) they used to separate and group the rocks. Praise them for their well-reasoned

classification schemes.

5. Share that many of their schemes (probably) used physical properties. Say that geologists use

something else to group rocks: They group rocks into three types based upon how they were

formed! Tell the students that these three types are igneous, sedimentary, and metamorphic. On

the board write:

Rocks are classified based on how they were formed.

There are three types of rocks:

Sedimentary

Igneous

Metamorphic

6. Reveal your classified set of rocks to the children. The rocks should be placed in their respective

places on the rock type page labels.


RMME - 45

7. Hand out the rock type pages to each group, and ask them to sort theirs like yours, following the

directions on the rock type pages and looking at yours as a model.

8. Ask: Is anyone surprised that some of these go together? [accept all responses] Pick up

pumice, granite, and obsidian (all igneous rocks). Ask: Do these look like they should go

together? [they don’t to the untrained eye; accept all responses]

9. Say that they will now learn a bit about how each kind of rock is formed by Earth’s natural

processes and forces.

Let’s Find Out:

Sedimentary Rocks - the point of this demonstration is to show the rocks are weathered and form

sediments, sediment is moved and deposited – and that happens over and over again – sediments

are layered and layered and layered. The order of the colors doesn’t matter in the layers, the

oldest is on the bottom. Use the student key (hotdog page) as a Cheat Sheet for yourself as you

demonstrate the formation of sedimentary rocks.

Ask the children to get out a black, yellow, and red crayon from their desk supplies.

Hand out the Sedimentary Rock Formation Flow Chart, and ask the children to fold it hot dog

style. Have them put the “What My Teacher Did” half face up on their desks.

Tell them that you will be using crayons to model how sedimentary rocks are formed.

Grab your crayon shaving device. Recall that in the preparation section, you placed three cups

of crayon shavings and the corresponding crayons in three places in your room.

Walk over to the BLACK crayon and cup of shavings. Grab the crayon and shave a little more

crayon into the cup.

SAY: A long, long, long time ago, little bits called sediments broke off of a rock. We’ll use

this black crayon here to show this. This is STEP 1 on your sheet. This is called weathering

when sediments are formed.

Ask the students to color with their black crayon in the blank space in STEP 1.

Move with the cup of black shavings over to the demonstration table in your room where you

have placed a sheet of wax paper (see preparation section).

SAY: The sediments of rock were then carried to a new place like I’m carrying these shavings

in STEP 2. When sediments do this, it is called erosion – a fancy word for how sediments move

from one place to another.

Sprinkle the shavings on the wax paper, being sure to do this so that the shavings are somewhat

on top of one another, yet in a flat layer (not a mountainous pile).

SAY: The sediments are then dropped or deposited in a layer in this new place, which is what

I’m doing in STEP 3.

Review steps 1 through 3.

Repeat this process for the YELLOW crayon, asking students to color the blank portion of

STEP 4 yellow. Be sure to spread the yellow crayon bits in a uniform layer on top of the black

crayon bits.


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SAY (as you perform the steps): Then this whole process is repeated. Sediment is formed from

another rock, just as I’m shaving yellow crayon bits. It’s moved to a new place, just as I’m

walking here. It’s then deposited in layers. The yellow crayon bits are deposited on the black

crayon bits. This is what happens on Earth: different sediments are deposited in layers on top

of one another.

Repeat this process for the RED crayon, asking students to color the blank portion of STEP 5

red. Be sure to spread the red crayon bits in a uniform layer on top of the yellow crayon bits.

SAY(as you perform the steps): Again, this whole process is repeated. Sediment is formed

from yet another rock, just as I’m shaving red crayon bits. It’s moved to a new place, just as

I’m walking here. It’s then deposited in layers. The red crayon bits are deposited on the yellow

crayon bits, which are deposited on the black crayon bits. This is what happens on Earth:

different sediments are deposited in layers on top of one another.

Now place a book under which is a sheet of wax paper on top of the layers of sediment. Say:

SAY: This process is repeated over and over again, with more and more sediments being

layered on top of one another.

Add another book. Ask: What do you think this piling up of layers of sediments does to the

bottom layers? [Elicit: Squashes them]. Follow up with this, saying that yes, the sediment layers

below feel the weight of those above.

Place another book and push down. SAY: that eventually, the weight above pushes the

sediments together forming rock.

Take the books off of the sediments, and peel the wax paper back. Ask: What happened to the

sediments? [They have become fused together].

SAY: We can see the different layers of crayon bits here.

ASK: Which layer is the oldest layer, and how do you know? [Elicit: The bottom (black)

because it was deposited first.] Have students color the model crayon sedimentary rock in their

Let’s Find Out sections. Ask them to label the oldest and newest layers.

Have the students unfold the hot-dog-folded Sedimentary Rock Formation Flow Chart to see

how “What my Teacher Did” matches up with “What Happens for Real Rocks”. Put your

Sedimentary Rock Formation Flow Chart transparency up. As you move through the real rock

process, ask the children to help you complete “What Happens for Real Rocks”. (See NOTE

below about showing sediments to students in the first step!! Write the following seven words

up on a chart or the board to help the children fill in the blanks (these are out of order):

Deposition Compress Sediments Weathering Sedimentary Rock Layer Erosion

NOTE. Have some real sediments – a bag of sand, dry clay, and soil available to show

students. Note that clay is a very fine sediment, and sand is more course. Soil has mineral

sediments as well as organic material in it. Say that students will investigate the properties of

these sediments later in the unit.


RMME - 47

Ask the children to observe their sample of sedimentary rocks again (still at their desks on the

rock type page. Ask: Do any of these rocks look as though they are bits of sediment that are

stuck together? [Elicit: Sandstone and Conglomerate look especially like this; sandstone is

obviously comprised of sand sediments; shale is comprised of largely clay/mud-like sediments].

Igneous Rocks

Now ask the children to look at their sample of igneous rocks (granite, obsidian, pumice, and

rhyolite). Say that igneous rocks are formed in a very different way than sedimentary rocks.

Say that we will use crayons, again, to model this rock formation. This time, we’ll use the

leftover chunks of black, yellow and red crayons. Say that just as before, these big crayon pieces

represent rocks. Say that they could also represent minerals. Note: Do not use the shavings, as

these might misrepresent igneous rock formation as beginning with sediment!

Get the candle, matches, aluminum foil cupcake tin, and two clothespins, and put them on a

table that is at the front or middle of the room.

Light the candle. Say: I’m lighting the candle. Ask: Is there another way to say that I’m

lighting the candle? [Elicit: “igniting”].

Write the words “ignite” and “igneous” on the board. Ask: Does anyone see how the word

“ignite” and the word “igneous” are similar? [Elicit: same beginning]. Tell them that this

might help them remember how igneous rocks are formed.

Invite students to gather around where you are so that they can see. Review safety precautions

with respect to the candle: do not touch the flame, do not move/touch the candle.

Say that igneous rocks are all formed from molten rock. Ask: Do our model rocks look molten

yet? [Elicit: no, they are solid; molten rocks would be liquid]. Ask: How might we make our

model crayons molten? [Elicit: melt them over the flame].

As you prepare for the demonstration, explain that you will put the crayon chunks in the

aluminum foil cup, then make handles for the cup using clothes pins. Hold the cup about 1 to 1

½ inches over the flame. This process will take about 4 minutes. While the crayons are melting:

a. Allow each child, in turn to observe the melting process.

b. Ask: Do you think that real rocks can be melted over a flame like this? [Elicit:

No, not hot enough].

c. Ask: Do you think that real rocks can be melted in your ovens? [Elicit: No! –

ovens go up to about 500 degrees Farenheight; different minerals melt at different

temperatures, but 1200 degrees is the minimum]

d. Ask: Where on or in Earth could really high temperatures like this be

generated? [Elicit: around volcanoes!]

e. Ask: Does anyone the two different names for molten rock? [Elicit: magma and

lava]. Share that magma is what molten rock is called below the surface of the

Earth. Lava is what molten rock is called above the surface of the earth (i.e., out of a

volcano).


RMME - 48

Once the crayons have melted, remove the cup from the heat, placed it on a heat resistant

surface, and remove the clothes pins. Be sure that it is still in a place where children can see it.

Ask: What do you think will happen to the molten rock now that the heat source has been

removed? [Elicit: Cool down and harden].

Allow each student to observe the cooling process as it is occurring on the way back to their

desks. Ask them to describe what they see (e.g., starting to harden).

As the molten crayons are cooling, have the students work together to complete the Igneous

Rock Formation sheet. On it, they will use their crayons to draw what the crayon material in the

cup looked like before, immediately after heating, and after cooling. They will also identify the

states of matter for each of these parts of the process, and will describe what the flame and

crayons represent.

Within a few minutes, the previously molten crayon will be cooled. Peel back the aluminum

cup, and show each student the end result.

Have the children observe the igneous rock samples again. Share the following with the

students:

a. Obsidian is called volcanic glass, and cools very quickly from lava.

b. Like Obsidian, pumice cools quickly from lava. It is made of ingredients that give

off gas and make bubbles as it cools.

c. Granite is formed when magma underground cools slowly.

d. Rhyolite is made of the same minerals as granite but cools more quickly above

ground from lava.

Metamorphic Rocks

Ask: There are three types of rock, so what is the final type of rock that we have not

studied? [Elicit: Metamorphic]. Ask: Is this similar to a word that you already know?

[Elicit: Metamorphosis]. Ask: What does metamorphosis mean? [Elicit: Abrupt and

significant change that an organism undergoes].

Say that they will read about metamorphic rock formation because the way in which these kinds

of rocks form is hard to model in the classroom. Have students read the following passage (in

their “Let’s Find Out” section):

Metamorphic rocks are formed when rocks that are deep underground are squeezed and

heated. The squeezing (pressure) is huge! The temperatures are high, but are not high enough

to melt the rock.

This heating and squeezing creates new rocks from old rocks. The old rocks might be

igneous, sedimentary, or older metamorphic rocks. For example, when shale, a sedimentary

rock, is heated and squeezed, it becomes the metamorphic rock, slate.

Looking at the samples:

a. Have students locate shale and slate (on the rock type pages), mentioned in the

reading.


RMME - 49

b. Tell them that another example of the change involved in metamorphic rock

formation is that when the igneous rock, granite, is heated and squeezed, it

becomes gneiss.

REVIEW Rock Formation Processes

Sedimentary Rocks form when rock sediments are deposited in layers and harden.

Igneous Rocks form when molten rock cools.

Metapmorphic Rocks form when rocks deep underground are heated and squeezed.

Discuss what type of rock fossils might be found. Fossils are most often found in

sedimentary rocks. Most fossils form when a dead plant or animal was buried quickly by

sediment. As the sediments hardened, the remains became trapped in rock and formed a

fossil. Fossils would be destroyed by either the intensely hot environment of igneous rock

formation (involving molten rock) or the intense pressure and hot temperatures that are

characteristic of metamorphic rock formation.


1. How are rocks classified? [by how they are formed].

2. Match the rock type to its formation process:

3. In which type of rock would you expect to find fossils? Explain.

Notes:

This activity is likely to be split across two or three days. On the second or third day, warm

up by reviewing the big idea that rocks are classified by how they were formed (the Day 1

warm up big idea). Also, review what was learned on the prior day. Have students review

the steps of each rock formation process.

Rock Type Formation Process

C. Sedimentary A. Formed when molten rock cools.

A. Igneous B. Formed when rocks deep underground are heated and

squeezed.

B. Metamorphic C. Formed when rock sediments are deposited in layers and

harden.


RMME - 50


Students are required to read information on metamorphic types of rocks. Provide reading

assistance for those that need it. Assign buddy readers, have one student read aloud to

his/her group, or provide adult assistance. Make an overhead of the reading and have

volunteers take turns reading the passage aloud.

Throughout the unit, you may want to create a PowerPoint presentation for all of the What

Have We Learned questions or type them onto overhead transparencies. This will help with

students getting the appropriate answers copied in their books and will help with students

who have difficulty copying from a distance. The overheads or slides can be copied/printed

and stapled in the students’ books.

Extension:

Videos:

o “Rocks and Minerals, The Hard Facts”— Part 2. Get VCR/TV combination.

o “Rock Odyssey” DVD

o Bill Nye, the Science Guy

Explore/research the uses of different kinds of metamorphic, igneous, and sedimentary rocks.

For example, obsidian (igneous rock) has been used by Native Americans in weapons and is

used in surgical practices because of its sharp edges.

Read Fossils Tell of Long Ago by Aliki (since this may have been read in a previous grade,

make this available during independent reading time).

Cross-Curricular Connection: ILA


RMME - 51

Sedimentary Rock Formation Flow Chart (key)

What My Teacher Did What Happens for Real Rocks

STEP 1: Made crayon bits from a crayon

that was this color: (have students use

crayon color to color here)

Bits of rock called SEDIMENTS are

formed.

This is called WEATHERING.

STEP 2: Moved the bits over to the wax

paper.

The sediments move (transport).

This is called EROSION.

STEP 3: Dropped the bits into a layer on wax

paper.

The sediments drop to the ground in a layer.

This is called DEPOSITION.

STEP 4: Did Step 1, 2, and 3 over again for another color: (have students use


New layers of sediment lay on older layers.

STEP 5: Did Step 1, 2, and 3 over again for another color: (have students use


New layers of sediment lay on older layers.

STEP 6: Put another layer of wax paper and

books on top and pushed down.

The top layers COMPRESS (push down on)

the bottom layers.

STEP 7: Took the books off and investigated

the crayon layers.

The sediment becomes

SEDIMENTARY ROCK.


RMME - 52

Igneous Rock Formation (key)

Before Melting Right after Melting After Cooling

1. Color the crayons.

4. Color the crayon mixture. 8. Color the crayon mixture.

2. The crayons represent:

ROCKS.

5. The flame represents:

UNDERGROUND HEAT NEAR

A VOLCANO

6. The crayon mixture represents:

MOLTEN ROCK.

9. Now the crayon mixture

represents:

IGNEOUS ROCK

3. The crayons are (circle one):

Solid

Liquid

7. The crayon mixture is a (circle

one):

Solid

Liquid

10. The crayon mixture is a

(circle one):

Solid

Liquid


RMME - 53

IGNEOUS ROCKS

Obsidian (black,

glassy, and sharp!)

Pumice (has small

holes in it)

Granite (has pink,

black, and white

patches of color)

Challenge question: What

are those patches

(geologists call them

“grains”)?

Rhyolite (pinkish,

grayish, rough)

#8 #7

#1 #11


RMME - 54

SEDIMENTARY ROCKS

Conglomerate (can

see different chunks

of rock in it)

Shale (it’s

gray/brown in color)

Sandstone (a light

tan color; can see

sand particles)

#3

#4

#9


RMME - 55

METAMORPHIC ROCKS

Gneiss (can see

bands or stripes of

white and black)

Slate (flat rock, may

be gray, pink)

Marble (light pink or

white) Schist (brown, gray,

and shiny)

#10

#5

#6

#2


RMME - 56


RMME - 57

Activity 3: How are Rocks Classified and Formed? Student Pages #11-15





Guiding Questions:







One rock set and one set of rock type page labels

2 hand lenses

Red, yellow and black crayon (from students’ desk supplies, not from kit)


Let’s Find Out:

1. Your teacher will guide you through the Sedimentary Rock Processes Flow Chart.

2. Your teacher will guide you through the Igneous Rock Processes sheet.

3. Please read the following passage:

Metamorphic rocks are formed when rocks that are deep underground are squeezed and

heated. The squeezing (pressure) is huge! The temperatures are high, but are not high enough

to melt the rock.

This heating and squeezing creates new rocks from old rocks. The old rocks might be

igneous, sedimentary, or older metamorphic rocks. For example, when shale, a sedimentary

rock, is heated and squeezed, it becomes the metamorphic rock, slate.


RMME - 58


1. How are rocks classified?

2. Match the rock type to its formation process:

Rock Type Formation Process

_______. Sedimentary A. Formed when molten rock cools.

_______. Igneous B. Formed when rocks deep underground are heated and

squeezed.

_______. Metamorphic C. Formed when rock sediments are deposited in layers and

harden.

4. In which type of rock would you expect to find fossils? Explain.


RMME Teacher - 59

Sedimentary Rock Formation Flow Chart

What My Teacher Did What Happens for Real Rocks

STEP 1: Made crayon bits from a crayon

that was this color:

Bits of rock called ___________________

are formed.

This is called _______________________.

STEP 2: Moved the bits over to the wax

paper.

The sediments move (transport).

This is called _______________________.

STEP 3: Dropped the bits into a layer on wax

paper.

The sediments drop to the ground in a

_______________________.

This is called _______________________.

STEP 4: Did Step 1, 2, and 3 over again for

another color: New layers of sediment lay on older layers.

STEP 5: Did Step 1, 2, and 3 over again for

another color: New layers of sediment lay on older layers.

STEP 6: Put another layer of wax paper and

books on top and pushed down.

The top layers ____________________

(push down on) the bottom layers.

STEP 7: Showed us that the crayon bits are

now stuck together in layers.

The sediment becomes

____________________.


RMME Teacher - 60

Igneous Rock Formation

Before Melting Right after Melting After Cooling

1. Color the crayons.

4. Color the crayon mixture. 8. Color the crayon mixture.

2. The crayons represent:

_______________________.

5. The flame represents:

_________________________

_________________________

6. The crayon mixture represents:

_______________________.

9. Now the crayon mixture

represents:

_______________________.

3. The crayons are (circle one):

Solid

Liquid

7. The crayon mixture is a (circle

one):

Solid

Liquid

10. The crayon mixture is a

(circle one):

Solid

Liquid


RMME Teacher - 61

Activity 4: How Do Weathering and Erosion Change Earth’s Surface Slowly? Teacher Pages








*2.A.2.a. Investigate and describe how weathering wears down Earth’s surface –

water, ice, wind. (VSC Grade 4)

*2.A.2.b. Cite evidence to show that erosion shapes and reshapes the Earth’s surface

as it moves Earth’s materials from one location to another – water, ice, wind. (VSC

Grade 4)

*2.A.2.c. Cite examples that demonstrate how the natural agents of wind, water, and

ice produce slow changes on the Earth’s surface such as carving out deep canyons and

building up sand dunes. (VSC Grade 5)





Guiding Questions:






Materials (Teacher Demonstration):

One cup of sand

One aluminum pie plate

Materials (Per Group)

River rock, smooth

One cup of sand

Two aluminum pie plates

40 ml of water

One eye dropper

Play Dough

One ice cube


RMME Teacher - 62


Preparation:

1. Obtain one ice cube for each group

2. Gather needed materials

3. Prepare a computer and projector to display images of wind-carved rocks and glaciers during

the lesson.

Background:

The natural processes of weathering and erosion slowly change the shape of the Earth’s surface.

Weathering is the process by which rocks are continually worn away, creating sediment from those

rocks. Water, wind and ice can all contribute to this sediment-forming, rock-wearing process. These

are examples of mechanical or physical weathering. Rocks can also be weathered chemically.

Chemical weathering agents include acid rain and the effects of plants that grow on and chemically

alter the surface of rocks.

This activity will introduce students to some examples of rock weathered by wind, water, and ice.

We have excluded chemical weathering here, yet include this as a possible extension activity.

Once rock has been broken up by weathering, the small pieces can be moved by water, ice, wind, or

gravity. Everything that happens to cause rocks to be carried away is called erosion. The natural

processes of erosion works slowly but surely. In hundreds of thousands of years, erosion can wear

away at a mountain until it is level with the plain.

This activity will demonstrate to students various types of erosion and will help students become

aware of the fact that we need to make intelligent decisions on proper land use. The more students

know about the causes and preventions of erosion, the more they can do to wisely use the land and

not destroy and/or misuse it.

ScienceSaurus Reference Handbook – pages 170-173 – Excellent erosion and deposition

photographs of wind, water, and ice.

Warm-Up: [DOL1, 2]

1. Explain to students that will be completing various experiments to witness how weathering and

erosion affects slowly shape our Earth.

2. Say: You were first introduced to the words weathering and erosion when I modeled

sedimentary rock formation. Ask:

a. What did I do with the crayons when I was modeling weathering? [shaved them into bits]

b. What did I do with the crayons when I was modeling erosion? [moved them from the crayon

rock to a new place.]

c. If children do not remember, you may want to have the Sedimentary Rock Formation

Processes transparency up to remind the students.


RMME Teacher - 63

3. Display the following vocabulary words and definitions, as well as the note below them, on the

board. You may want to keep them displayed for reference during the lesson.

Weathering – the wearing away of rocks, forming sediment.

Erosion – the movement of sediments from where they were formed to somewhere else

Note: Weathering and erosion are always happening!

4. Ask: What natural forces might wear away rocks or carry their sediments away? [accept all responses]

5. Tell the students that today, they will think about how weathering and erosion can be caused

by wind, water and ice. They will observe evidence of weathering of real rocks and Earth and

will model weathering and erosion. Say that these are not the only natural forces involved in

weathering and erosion, but they are three major/important natural forces to consider.

Let’s Find Out: [DOL2]

Wind Weathering & Erosion

1. Ask: Can wind shape rocks? [Accept all responses; allow for debate]

2. Show students pictures of rocks that have been shaped by wind. See weblinks on SharePoint

Example: Utah Rock

3. Ask: If wind carves rock like this, what probably carries the sediments to a new place? [Elicit wind]. (Note: wind will first carry the sediments away, but then those sediments may be

deposited in water and carried further, for example.)

4. Wind weathering and erosion demonstration.

a. Ask students if they have ever seen sand dunes at the beach. Have them predict

how they think sand dunes are formed.

b. Show students pictures of sand dunes. See weblinks on SharePoint.

Example: Sand Dunes

c. Say that you will create a small version of a sand dune here in the classroom. Place the

sand in a pile in the aluminum pie plate, have the students observe as you blow gently

from one side.

d. Have the students observe what happens and record their observations in their booklets.

Direct them to consider and draw:

i. Evidence of weathering (re-shaping of the pile)

ii. Evidence of erosion (movement of the sand sediments to a new place)

e. Ask: What happens when you blow on the sand? [The sand moves towards one side

of the sand pile, the sand pile spreads and flattens; accept any reasonable answer]

f. Ask: Could you make the whole pile move if you blew long enough? [Yes, but it

would take a very long time. If this was a real sand dune it may take years to move the

whole pile] Save and dry the sand for future activities.

http://share.hcps.org/sites/CurriculumandInstruction/Science/ElementaryScience/Lists/Science%20Web%20Resources/AllItems.aspx?RootFolder=/sites/CurriculumandInstruction/Science/ElementaryScience/Lists/Science%20Web%20Resources/Grade%204%20-%20Rocks,%20Minerals,%20and%20Materials%20Engineering%20(EiE)&View=%7b985E9FFF-4679-40FD-ADB7-821F83452C36%7d

http://www.uwsp.edu/gEo/faculty/ritter/geog101/textbook/images/lithosphere/eolian/rock_wind_abrasion_p0772932441_NRCS.jpg

http://share.hcps.org/sites/CurriculumandInstruction/Science/ElementaryScience/Lists/Science%20Web%20Resources/AllItems.aspx?RootFolder=/sites/CurriculumandInstruction/Science/ElementaryScience/Lists/Science%20Web%20Resources/Grade%204%20-%20Rocks,%20Minerals,%20and%20Materials%20Engineering%20(EiE)&View=%7b985E9FFF-4679-40FD-ADB7-821F83452C36%7d

http://www.uri.edu/international/study_abroad/photo%20contest/2007/Places/Endless%20Sand%20Dune.jpg


RMME Teacher - 64

Water Weathering and Erosion

5. Ask: Is water strong enough to wear away rock? [accept all responses, encouraging students

to provide evidence]

6. Ask: Has anyone ever found rounded rocks or sea glass near an ocean or river? What

caused these rocks and pieces of glass to become round? [Elicit: shaped by the movement of

water, and the abrasive things in the water, too]

7. Hand out river rocks. Say that there is evidence that these rocks have been weathered, or worn

away. They were worn down – weathered - by water.

8. Ask: If the water helped to wear away the rock, what broke off of the rock? [Elicit:

sediments].

9. Ask: What probably carried those sediments away? [Elicit: the moving water]. Say that this

is one example of water erosion.

10. Water weathering and erosion experiment:

a. Students should gather needed materials.

b. Instruct the students to make a pile of sand on the aluminum plate. Have them draw

what this looks like in their observation table.

c. Have the students use the eyedroppers to drop 5-10 drops of water on the sand pile. Say

that this represents a gentle rain. Have them record their observations of what happens to

the sand pile in their student booklets. Direct them to consider and draw (if slight

weathering/erosion occurs):



d. Holding the cup at least 12 inches from the sand pile, have the students gently pour 30

ml of water over the center of the sand pile. Say that this represents a very heavy rain,

also called a torrential downpour. Have them record their observations of what happens

to the sand pile in their student booklets. Direct them to consider and draw:



e. After students have recorded and observed:

i. Ask students to explain their results.

ii. Ask students to describe their evidence that weathering and erosion

occurred.

iii. If not elicited from the students, explain that when we dropped water on the sand

pile with an eyedropper the sand pile absorbed the water easily. However, when

we poured the 30 ml of water on the sand pile some of the sand moved (erosion)

and it changed the shape of the sand pile (weathering).

iv. Ask: In nature, what happens to the ground after a small gentle rain? [The

ground absorbs the water and there is no significant change because the weight

of the water is not enough to alter the earth’s surface]


RMME Teacher - 65

v. Ask: In nature, what happens to the ground after a torrential downpour? [The water causes the earth’s surface to change due to the weight and the

amount of the water]

11. Ask: How else can water shape the Earth? [Elicit: moving rivers, ocean tides]

Glacial Weathering and Erosion

12. Say that we have considered how wind and water slowly shape the Earth. Say that we will

consider one more kind of weathering and erosion that is caused by glaciers.

13. Ask: What is a glacier? [a river-like body of ice that moves very slowly]. If students do not

offer this, share it with them.

14. Go online to show students images of glaciers. Example: http://nsidc.org/glaciers/

15. Ask: How might a glacier weather and erode rock? [accept all responses]

16. Glacier weathering and erosion experiment:

a. Students should gather needed materials.

b. Instruct the students to make a slightly flattened ball of Play Dough on the second

aluminum pie plate.

c. Students will then press an ice cube against the flat surface of Play Dough and move it

back and forth several times. Students should record their observations in their booklets.

d. Students should then place a small pile [no more than a spoonful] of sand on the Play

Dough. The ice cube should be placed on top of the sand and left for one minute.

e. Students should then pick up the ice cube and observe the surface of the cube that was

touching the sand and again record their observations.

f. The same side of the ice cube should then be placed on the sand part of the Play Dough

and moved back and forth several times.

g. The ice cube should be removed, the sand should be carefully wiped away from the

surface of the Play Dough, and the Play Dough’s surface texture should be recorded.

h. After students have recorded and observed:

i. Ask them to explain their results.

ii. Ask students to describe their evidence that weathering and erosion

occurred.

iii. If not elicited from the students, explain to students that glaciers not only

transport material as they move (erosion), but they also sculpt and carve

away the land beneath them (weathering). A glacier's weight, combined with

its gradual movement, can drastically reshape the landscape. Over hundreds

or even thousands of years, the ice totally changes the landscape. The ice

weathers the land surface and carries the broken rocks and soil debris far

from their original places, resulting in some interesting glacial landforms.

This is what the Play Dough and sand represent.

http://nsidc.org/glaciers/


RMME Teacher - 66

17. Ask: Does glacial erosion still occur today? [Yes, glaciers are continuously moving and leave

behind mounds of gravel, small rocks, sand and mud, which change the surface of the earth. In

the U.S.A., there are active glaciers in Alaska.]

What Have We Learned? [DOL3, 4]

1. What are three ways that rocks and Earth can be shaped slowly? [wind, water, and glacial]

2. Which process – weathering or erosion – involves the wearing away of rock and formation of

sediment? [weathering]

3. Which process – weathering or erosion – involves the movement of sediment to a new place?

[erosion]

4. When you modeled a very heavy rain (torrential downpour) on your sand pile, how did you

know that weathering occurred? How did you know that erosion occurred? [weathering -

shape of sand pile changed; erosion – sand originally on top moved down the hill.]

Notes:

If you do not have the ability to project pictures in your classroom, print out a group set of

pictures to hand out to each group. Place these in sheet protectors so that you can use them again

in the future. It is important that children see real images of these natural processes and

formations!



to make the concepts more concrete for them. Spending some time during the lesson

developing vocabulary will be beneficial to not only special education students, but many

others as well. It would also be a good idea to consult with your special educator for

assistance with more specific modifications for your students. For this lesson, showing

pictures of the Grand Canyon would be a great example of how weathering and erosion

changed the Earth’s surface.

During Let’s Find Out, allow students to draw pictures of their observations rather than

writing them. Provide writing assistance for lengthy responses.

You may need to assign roles to students working in cooperative groups. If assigning roles

for the investigation, a great role for the special education student would be the materials

manager or the reporter. Review all roles and their tasks so students are clear on what they

are to do.




Allow students to write own answer or copy from screen. For students who may have

difficulty with copying from a distance or with the physical aspect of writing, the overheads

can be copied or the slides can be printed and stapled into those student’s booklets.


RMME Teacher - 67

Extensions:

Planet Earth Series DVD

o Deserts – Start at 7:45; End at 11:45 (wind, weathering and erosion)

o Fresh Water – First 5-7 minutes

It is easy to model chemical weathering by using chalk. Use two small clear plastic cups. Place a

small piece of chalk (1/4 to 1/2 inch) in each cup. Do not use the “dustless” kind, as it does not

work as well. Tell the children that you will be pouring water into one cup and vinegar into

another. Tell them that the vinegar represents a strong acid rain. Ask them to predict what will

happen. Pour enough white vinegar in one cup to barely cover the chalk. Do the same with

water for the other cup. Observe. The vinegar cup will start to dissolve the chalk. The best part

of this is that the formation of sediment from the model chalk rock is quite obvious. The water

will create some sediment, but not much. This also demonstrates the effects of acid rain. Show

pictures of acid rain effects after this. Note: Try this before doing it with students to be sure that

you have the kind of chalk that will readily dissolve in the vinegar!

Show students pictures of land that has been shaped by glaciers that are no longer present.

Example: The Finger Lakes in NY state.


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Activity 4: How Do Weathering and Erosion Change Earth’s Surface Slowly? Student Pages #17-19





Guiding Questions:






Materials:

One cup of sand

Two aluminum pie plates

40 ml of water

One eye dropper

Play dough

One ice cube


Warm-Up:

1. Complete the definitions of weathering and erosion, below.

Weathering: The ______________________ of rocks, forming _____________.

Erosion: The _____________________ of sediments from where they were

formed to somewhere else

Weathering and erosion are __________________________!


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Let’s Find Out:

Wind Weathering & Erosion

1. Draw a before and after picture of the sand pile.

Before Blowing After Blowing

Water Weathering & Erosion

2. Make a pile of sand in the center of your aluminum plate. Draw what the sand pile looks like

under “Sand Pile Before Adding Water”.

3. Record your observations and drawings in the chart below. If weathering and erosion occur,

show in your drawing where weathering (wearing away of the pile) has occurred, and where

erosion has taken the sediments.

4. Using the eyedropper, drop 5-10 drops of water on the sand pile. Record your observations

below under “Gentle Rain”.

5. Hold the 30 ml cup of water at least 12 inches from the sand pile. Pour the water onto the sand

and record your observations below under “Very Heavy Rain”.

Sand Pile

Before Adding Water

Gentle Rain

5-10 Drops of Water

Very Heavy Rain

30 mL of Water

Glacial Erosion

6. Make a ball of Play Dough in the center of the second aluminum pie plate. Press gently into the

middle of the Play Dough ball.

7. Press an ice cube against the flattened surface of Play Dough and move it back and forth 15

times. Record your observations in the chart below under “Ice and Play Dough”.


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8. Place one spoonful of sand on top of the Play Dough.

9. Set the ice cube on top of the sand for one minute.

10. Record your observations in the chart below under “Ice and Sand”.

11. Place the ice cube on the sand part of the Play Dough and move it back and forth 15 times.

12. Remove the ice cube and brush the sand from the Play Dough. Record your observations of the

clay’s surface under “Play Dough and Sand”.

Ice and Play Dough Ice and Sand Play Dough and Sand


1. What are three ways that rocks and Earth can be shaped slowly?

2. Which process – weathering or erosion – involves the wearing away of rock and formation of

sediment? (circle the correct answer)

Weathering Erosion

3. Which process – weathering or erosion – involves the movement of sediment to a new place?

(circle the correct answer)

Weathering Erosion

4. When you modeled a very heavy rain (torrential downpour) on your sand pile, how did you

know that weathering occurred? How did you know that erosion occurred?


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Activity 5: How does the Earth’s Surface Change Rapidly? Teacher Pages






*2.A.2.a. Identify and describe events such as tornadoes, hurricanes, volcanic

eruptions, earthquakes, and flooding which change surface features rapidly.

(VSC Grade 5)

*2.A.2.b. Recognize that the natural force of gravity causes changes in Earth’s surface

features as it pulls things toward Earth, as in mud and rock slides, avalanches, etc.

(VSC Grade 5)





Guiding Questions:






Materials (Teacher Demonstration):

Earth Changes PowerPoint Presentation is available on SharePoint (Source: http://science-

ed.pnl.gov/teachers/earth.stm

Computer/projector for PowerPoint

Materials (Student): None.


Preparation: Prepare a computer and projector to display the PowerPoint slide show, Earth’s

Changes.

http://share.hcps.org/sites/CurriculumandInstruction/Science/ElementaryScience/eie/EiE%20Teacher%20Resources/Grade%204%20-%20Rocks,%20Minerals,%20and%20Materials%20Engineering%20-%20RMME/EarthChanges6.09.ppt

http://science-ed.pnl.gov/teachers/earth.stm



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Background:

Just as there are slow changes on Earth like weathering and erosion that continually carve and shape

the Earth, there are also rapid changes that abruptly alter Earth’s surface. Gravity constantly pulls

Earth’s surfaces towards its center. As the undersides of ocean cliffs are weathered and eroded away

by ocean tides, the unsupported top part of the cliff can suddenly drop downward into the sea. Given

a variety of conditions including a rainfall and steeply sloped hillsides, landslides can occur, rapidly

moving massive amounts of land downward.

Forces well beneath the surface of the Earth constantly shape it. The constant albeit slow motion

of the tectonic plates create earthquakes. Earthquakes occur when the edges of adjacent tectonic

plates stick together and then suddenly give way, creating seismic waves that shake and move

earth and sea (creating tsunamis). It is good to remember when talking to children about

earthquakes that while they are scientifically interesting, they kill many people and animals,

destroy property, and leave many homeless.

A volcano is a place on the Earth's surface [or any other planet's or moon's surface] where molten

rock, gases and pyroclastic debris erupt through the earth's crust. Most volcanoes occur at the

boundaries of tectonic plates. Volcanoes are both constructive and destructive, creating new

Earth as their lava cools and hardens, while cause great damage and the loss of life and property

and reshaping the land nearby. Underwater volcanoes that occur where plate boundaries diverge

constantly grow the size of those plates. The hot, toxic underwater environments near these

constantly erupting volcanoes allow for the existence of interesting and unique life forms.

Volcanoes also exist near coastlines where oceanic parts of tectonic plates dive under continental

tectonic plates, effectively shrinking the subducting plates. Volcanoes can also be formed outside

of plate boundaries due to hot spots. This is the way that the Hawaiian Islands were formed.

Volcanoes vary quite a bit in their structure. Those at the diverging plate boundaries are

essentially cracks Earth's crust where lava—molten rock above the surface of the Earth (see

Activity 3) erupts. Other volcanoes are domes, shields, or mountain-like structures with a crater

at the summit. Lava can be thick and slow moving or thin and fast moving. Rock also comes

from volcanoes in other forms, including ash [finely powdered rock that looks like dark smoke

coming from the volcano], cinders [bits of fragmented lava], and pumice [light-weight rock that

is full of air bubbles and is formed in explosive volcanic eruptions - this type of rock can float on

water].

The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles [10 km] tall

from the sea floor to its summit [it rises about 4 km above sea level]. It also has the greatest

volume of any volcano, 10,200 cubic miles [42,500 cubic kilometers]. The most active volcano

in the continental USA is Mt. St. Helens [Iocated in western Washington state]. The largest

volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This enormous

volcano is 17 miles [27 km] tall and over 320 miles [520 km] across.

The point of this activity is to expose children to the ways in which three natural disasters –

landslides (and gravity), earthquakes, and volcanoes – can rapidly change Earth’s surface.

Towards the end of the activity, children consider other natural disasters/events that also lead to

rapid changes in Earth, including floods, tornadoes, and hurricanes.


http://www.enchantedlearning.com/subjects/volcano/glossary/indexp.shtml#pumice

http://www.enchantedlearning.com/subjects/astronomy/planet/earth/

http://www.enchantedlearning.com/usa/states/hawaii/

http://www.enchantedlearning.com/usa/states/washington/

http://www.enchantedlearning.com/subjects/astronomy/solarsystem/

http://www.enchantedlearning.com/subjects/astronomy/planet/mars/


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Warm-Up: [DOL1, 2]

1. Ask: In the last activity, we considered how Earth’s surface can change slowly through

weathering and erosion. How can Earth’s surface change rapidly? [Accept all

responses.]

2. Share that today, they will be viewing a PowerPoint slide show with pictures to investigate

three ways in which Earth’s surface can experience rapid change: Landslides, Earthquakes,

and Volcanoes.

3. Ask: What do you know about landslides? [Accept all responses.]

4. Ask: What do you know about earthquakes? [Accept all responses.]

5. Ask: What do you know about volcanoes? [Accept all responses.]


1. Start the PowerPoint show. Some comments about some of the slides and BOLDED

Questions are in student booklets:

a. SLIDE 1. The first slide shows Mt. St. Helens, which had its last major eruption on

May 18, 1980. Click on the slide to show a before and after view of Mt. St. Helens.

b. SLIDE 2: This slide has pictures for the three Earth-changing processes investigated

in this activity: volcanoes, landslides, and earthquakes.

c. SLIDE 3: Review a bit of some of the past activities. Ask students: What is this

(point to lava)? [Elicit: Lava] Ask: What is lava? [Elicit: molten rock] Ask:

What kind of rock is formed from molten rock? [Elicit: igneous]

d. SLIDE 4: Ask: What has been damaged or changed by this earthquake? [Elicit:

Earth, human-made structures]

e. SLIDE 5: Ask: What is pulling this Earth downward? [Elicit: Gravity]

f. SLIDE 6: This slide addresses the different ways that volcanoes can erupt: 1) Lava

flow only (like Mt. Kilauea in Hawaii); 2) a burst of cinder, pumice, and ash (like

Mt. St. Helens); and 3) combination of the two.

g. SLIDE 7: Ask the questions on the slide, which shows two pictures from the road

that leads to Mt. Kilauea. First question: What Earth changes do you observe in

each picture? [solid lava on road in one on right; crack in road on one in left].

Second question: What inferences can you make about the causes of each

change? [Elicit: volcano; earthquake]. Note that inferences are ways people make

sense of what they observe.

h. SLIDE 8: Say that earthquakes are caused by a release of built-up energy in the

Earth, which is due to plate tectonics. Remind students that plate tectonics helped

explain why it is that Pangaea broke apart (they’ll remember this from last year).

Ask: What kind of changes do you see that are caused by Earthquakes? [Elicit:

damage of property, scarp in land, tsunamis].

i. SLIDE 9: Describe the photos in this slide. Ask students again: What force is at

work here pulling these things downhill? [Elicit: Gravity]


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j. SLIDE 10: Each picture of - volcano, landslide, and earthquake – serves as an

opportunity to review these changes. Remind students that these are not the only

three Earth changes. Ask students: What other natural disasters can change the

Earth’s surface rapidly? [Elicit: these may have come up before, but review them

here again: floods, tornadoes, hurricanes]. Ask: Do all areas on Earth experience

all of these natural disasters? What do we experience here? [No, some more

frequently experienced by some places; no significant earthquakes or volcanoes

here, but we have experienced some flooding, hurricanes]

k. SLIDE 11: Ask students: What were the slow Earth changes we discussed in the last

activity? [Elicit: Weathering and erosion].

l. SLIDE 12: Photographic Resources.

m. SLIDE 13: Credits. Please mention, as this is a free resource.


1. Name three natural disasters that can change Earth’s surface quickly. [landslides,

volcanoes, and earthquakes]

2. What force causes the downhill movement of a landslide? [GQ3] [Gravity.]

3. Describe two ways that earthquakes can change Earth’s surface. [destruction of homes and

roads, cracks and shifting of Earth, tsunami]

4. Describe two ways that volcanoes can change Earth’s surface. [blow out the side of a

volcano, blow down trees, coat the surface in ash, spread lava on surfaces (destroying

surfaces), burn things in lava’s path]


Be prepared to skip back to the slide show to help students complete What Have We Learned

questions 3 and 4.

Extension Activity:

o See other suggested ways of elaborating this slide show at http://science-

ed.pnl.gov/teachers/earth.stm

o Visit the website

http://yahooligans.yahoo.com/content/science/brainpop/movie?id=volcanoes and view

the informative cartoon about volcanoes.

o Visit the website http://education.usgs.gov/common/primary.htm#landslides for more

information about landslides.

o Visit the website http://education.usgs.gov/common/primary.htm#earthquakes for more

information about landslides.

Cross Curricular Connection: Language Arts



http://yahooligans.yahoo.com/content/science/brainpop/movie?id=volcanoes

http://education.usgs.gov/common/primary.htm#landslides

http://education.usgs.gov/common/primary.htm#earthquakes


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Activity 5: How does the Earth’s Surface Change Rapidly? Student Pages #21-22





Guiding Questions:






Materials: None



1. View the PowerPoint Presentation to learn about how the Earth changes rapidly and to

answer the following questions:

2. SLIDE 3: What is lava? ___________________

What kind of rock is formed from molten rock? ________________________________

3. SLIDE 4: What has been damaged or changed by the earthquake?

4. SLIDE 5: What is pulling this Earth downward?________________________________

5. SLIDE 7: What Earth changes do you observe in each picture?

What inferences can you make about the causes of each change?


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6. SLIDE 8: Ask: What kind of changes do you see that are caused by Earthquakes?

7. SLIDE 9: What force is at work here pulling these things downhill?

8. SLIDE 10: Do all areas on Earth experience all of these natural disasters? What do we

experience here?


1. Name three natural disasters that can change Earth’s surface quickly.

______________________ ______________________ ______________________

2. What force causes the downhill movement of a landslide? ______________________

3. Describe one way that earthquakes can change Earth’s surface rapidly.

4. Describe one way that volcanoes can change Earth’s surface rapidly.


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Activity 6: What is Technology?

How are Earth Materials Used in Technology? Teacher Pages

Please see “Prep Lesson” in your EiE binder for Teacher & Student Pages




observations, reliable print resources, and investigations.

*1.C.1.d. Construct and share reasonable explanations for questions asked.

1.D.1.b. (Design Constraints) Realize that there is no perfect design and that usually

some features have to be sacrificed to get others, for example, designs that are best in one

respect (safety or ease of use) may be inferior in other ways (cost or appearance).

1.D.1.c. (Design Constraints) Identify factors that must be considered in any

technological design—cost, safety, environmental impact, and what will happen if the

solution fails.





Guiding Questions:







Materials:

Brick

Mystery Technology Bags - One technology per student in a paper bag (wooden pencil,

talcum baby powder, eye shadow, toothpaste, blush)

Mineral Samples: Mica (#1), Calcite (#2), Graphite (#6), Talc (#10), Fluorite (#12)

ScienceSaurus Reference Handbook – pages 360-363 (Technology)

Warm Up: Ask students to brainstorm the definition and examples of Technology

independently, with partners or in groups. Use Think-Pair-Share to brainstorm if desired.

Record ideas in Student Booklets. Share responses and accept all answers. Misconceptions

should be clarified by the conclusion of the lesson.


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Let’s Find Out:

1. Use the EiE Prep Lesson for background and lesson procedures – see EiE Lesson

Suggestions/Adaptations below for specific changes to this lesson.

2. This lesson will emphasize the technology piece of the Prep Lesson rather than the

engineering piece. Activity #7 will focus on engineers and engineering through the

storybook, “Yi Min’s Great Wall”.

3. After examining the object in the Mystery Technology Bag, students will complete the

“Technology Around Us” Worksheet in their student booklet.

EiE Prep Lesson Suggestions/Adaptations:

Worksheets: It is recommended that only the worksheet “Technology Around Us” be used in

fourth grade – this worksheet has been adapted to fit this lesson and is included in the

Student Booklet. The “Working With Technology” worksheet will be reserved for grade 5.

There are three recommended adaptations of this lesson to make it fit better with the earth

materials focus of the unit: 1) the range of technologies that students will investigate

(suggestions below); 2) the completion of the bottom of page P-1 regarding the materials of

which each technology is made; and 3) an optional extension: a technology walk to find

larger technologies that made with earth materials.

Range of Technologies

A list of suggested technologies is provided on page 33 of the EiE guide. These are common

everyday technologies, but for this unit, it is better to use those technologies that are made at

least in part from earth materials. Use the following list of everyday materials, and use them in

the same ways as recommended in the EiE teacher’s guide.

Technology Earth material

Brick (use as teacher model) Mostly clay. Also has graphite and silica.

Pencils

The “pencil lead” is not actually lead. It’s

graphite.

Aluminum or nickel eraser holder.

Talcum “baby” powder Talc is the key ingredient.

Eye shadow/Blush make-up Mica (probably Muscovite, which is clear

mica) Talc is also an ingredient.

Toothpaste Includes fluorite, calcite, and barite.

Note: The plastic containers of the baby powder, eye shadow, and toothpaste are petroleum

products; petroleum is an earth material.

Completing the Materials Question (#4) on “Technology Around Us”

Question 4 on “Technology Around Us” asks: What material or materials is your object made

of? Careful guidance of this question will meaningfully connect this technology lesson to

previous study of minerals.

1. Ask students to think about this question after answering questions 1, 2, and 3, but ask

them to wait before writing anything down.


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2. After all students have completed questions 1-3 for their materials, ask each group of

students having the same technology about their object and the problem that it solves.

3. Then ask the students: what materials is this technology made of? Each of the

technologies has multiple materials (e.g., the pencil has the synthetic rubber (plastic) eraser,

metal eraser holder, wooden body, and “pencil lead”). Allow the children to include all of the

materials. Ask them to write these down on their “Technology All Around Us” page for

question #4.

4. Then ask: Students to look at the ingredients of their technology. Are any of these

ingredients rocks or minerals? (question #5 on worksheet) The primary earth materials are

listed in the table, above. Another earth material for the pencil is the metal, which is probably

aluminum or nickel.

5. As you discuss each technology, hand out mineral samples that correspond with each (e.g.,

graphite for those with the pencil; talc for those with baby powder). Ask students to write in

#5 the name of the mineral that was used in their technology.

Extension: Walk

On the way out to recess, ask students to observe some of the construction materials around the

school. Make note of the following technologies and earth materials used to build them.

Technology Earth material

Brick Mostly clay. Also has graphite and silica.

Concrete Includes gypsum, iron, limestone, clays, and

silica.

Asphalt Gravel (rocks) and petroleum products

(binder)

Mortar Includes sand and limestone products.

“Cinder Block” a.k.a. Concrete Masonry Block Includes sand, gravel, fly/bottom ash (coal

byproducts).

Resources: http://geopubs.wr.usgs.gov/open-file/of00-144/of00-144.pdf.


1. What is Technology? [Technology is man-made – created by humans - and designed to solve a

problem.]

2. Circle all of the examples of technology and explain the purpose of each technology.

[shoes protect feet, brush keeps hair neat & clean, cell phone improves communication from

almost anywhere]

http://geopubs.wr.usgs.gov/open-file/of00-144/of00-144.pdf


RMME Teacher - 82

Extension:

Find a technology at home to describe. Answer the same questions on the worksheet, Technology

Around Us, for the technology that you find at home.

Science Connections:

This activity sets the groundwork for understanding that technologies are things (or systems,

programs, etc.) that solve problems. It is made relevant to this unit in its explicit use of examples

of simple technologies that are made with one or more earth materials.

Activity 2 Connection: In Activity 2, students investigated minerals. Here, they see that

these minerals are used in technologies. Be sure to connect the mineral properties to the

technological uses (e.g., soft talc as a fine powder, slippery gray-streaking graphite as a

pencil component).

Activity 5 Connection: Clay and sand are mentioned types of sediment in this activity.

Note that the construction materials use these.

Activity 6 Connection: Comment on how even our strong roads made of composite

technologies like asphalt and concrete are no match for landslides, volcanoes and

earthquakes.


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Activity 6: What is Technology?

How are Earth Materials Used in Technology?

Student Pages #23-25





Guiding Questions:






Materials:

Mystery Technology Bags

Mineral Samples

ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers) & pages 360-363

(Technology)

Warm Up: Brainstorm the definition and examples of Technology.

1. What is Technology?

2. Technology Examples:

Let’s Find Out:

1. After examining the object in the Mystery Technology Bag, complete the “Technology

Around Us” Worksheet on the next page in your student booklet.


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Technology Around Us

(adapted from EiE Prep Lesson Worksheet P-1)

1. What is your object? ____________________________________________

2. Draw a picture of your object in the box. Label the parts.

3. How is your object used? What problem does it solve?

4. Examine your object and its packaging. What material or materials is the object

and its packaging made of?

5. Read the ingredients list on the object’s packaging. What mineral(s) is a

material in your technology?


RMME Teacher - 85


1. What is Technology?

2. Circle all of the examples of technology and explain the purpose of each technology.

Extension:

Find a technology at home to describe. Answer the same questions on the worksheet,

Technology Around Us, for the technology that you find at home.


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Activity 7: How can Earth Materials be used to Design a Garden Wall? Teacher Pages

Please see “Lesson 1” in your EiE binder for Teacher & Student Pages






1.C.1.e. Recognize that doing science involves many different kinds of work and

engages men and women of all ages and backgrounds.






solution fails.





Guiding Questions:







Materials:

Storybook: Yi Min’s Great Wall

ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers)

Warm Up: Ask students to review the definition of technology and consider one of the

examples of technology that were examined in the last activity. Students can also brainstorm

other technologies, possibly ones from home then list an example (or one of your own) and

explain why it is a good example of a technology.


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To begin the discussion of engineers, ask students to consider who designed the technology that

they described in the first part of the Warm-Up. Do the students realize that most examples of

technology are designed by an engineer?

Let’s Find Out:

1. Begin by discussing engineers/engineering. Refer to the EiE Prep Lesson from Activity #6

for background on engineers. What is an engineer? And, what do engineers do?

2. The first EiE Lesson uses a storybook, “Yi Min’s Great Wall”, to set the stage for the rest of

the EiE lessons. Students will learn about the field of materials engineering and how an

engineer uses the Engineering Design Process to create or improve a solution to a problem

through designing some type of technology.

3. Use EiE Lesson #1 for background and procedures for the activity. The following EiE

Lesson #1 Suggestions are provided to emphasize the important aspects of the lesson for the

science/engineering piece of the unit.

EiE Lesson #1 Suggestions:

o Consider using ILA time to teach this literature based lesson.

o Due to the high reading level and length of this text – and also to the need for the

teacher to interject questions throughout the reading process – it is best to read it

out loud to students. The length of the text is such that it may be prudent to divide

this lesson thusly:

Day 1 (30 minutes): Pre-reading questions, presentation of map and

pictures, and read chapters one through five.

Day 2 (30 minutes): Read chapters six through eight and post-reading

discussion and worksheet(s).

o EIE Worksheets:

Pre-reading strategies should include a description of the setting of the

story by previewing a map of India and the picture transparencies or other

pictures of the Great Wall of China from Discovery Streaming or the

Internet.

It is recommended that the worksheet “Yi Min and the Engineering

Design Process” be used to reinforce the steps of the Engineering Design

Process. This worksheet is included in the Student Booklet with the Steps

of the Engineering Design Process graphic.

4. In Chapter 4, A Talk with Grandfather, on page 17, engineers are defined as “someone who

uses his knowledge of science and math, along with his creativity, to design things that

solve problems”. Write the definition on the board for students to copy into Student

Booklets. Circle and Underline the last part of the definition and ask the class, “what are

things that solve problems for other people”? [Technology] Then, Circle and underline the

word “design” and what does that mean? [Focus on words like: Invent meaning to come up

with something new or Improve meaning to make something better and AVOID

words/phrases like Construct, Build and/or FIX things.]

5. Think about Yi Min’s wall designs. Discuss the following questions:

What was wrong with the first design? How did she improve it?

How could the second design be improved? How do you know it was a better

design?


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6. Discuss the earth materials that Yi Min used in her designs. Would you choose the same

materials? Why or why not? If not, what materials would you choose? 7. Students will describe the Engineering Design Process using the EiE worksheet included in

the Student Booklet. [Ask, Imagine, Plan, Create, Improve] Also discuss Yi Min’s successes

and failures.


1. Engineers __[design] __ technology. What do materials engineers do? [create new

materials with new properties]

2. Draw a picture of an engineer’s job in the box below. Label the picture.

3. What are the Engineering Design Process steps? Give an example of each step that a

materials engineer might use. . [Ask, Imagine, Plan, Create, Improve – accept reasonable

examples for each step]

4. An engineer “designs” technology. What does “design” mean for an engineer? [engineers

design technologies…desgining for an engineer is using science and math with individual

creativity to invent – come up with - something new to solve a new problem or to improve –

make better - something that solved an old problem]

Science and Engineering Activity Connections:

This activity introduces students to materials engineering and the engineering design process. It

also positions the Yi Min and Chen as child-engineers, solving a problem of importance to them

with the guidance of Yi Min’s grandfather, a former materials engineer.

Activity 5 Connection: Mud, sand, and clay are earth materials that Yi Min and Chen

consider and test as they design their walls. Soil, sand and clay are mentioned as types of

sediment in Activity 5 formed via weathering.

Activity 6 Connection: Ask what it was that pulled Yi Min’s wall towards the Earth’s

surface? Probably gravity, which easily pulled the poorly mortared wall down.

Activity 7 Connection: This book reinforces the idea that walls are technologies. It also

reinforces the idea that such technologies can be made with earth materials.


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Activity 7: How can Earth Materials be used to Design a Garden Wall?






Guiding Questions:






Materials:

Storybook: Yi Min’s Great Wall

ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers)

Warm Up: Review the definition of technology and consider one of the examples of technology

that you examined in the last activity. List the example (or one of your own) and explain why it

is a good example of a technology?

Who do you think designed the technology that you described?

Let’s Find Out:

1. Follow your teacher’s directions to read the storybook, “Yi Min’s Great Wall”.

2. What is an engineer?


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3. How are Engineers and Technology related?

4. In the story, “Yi Min’s Great Wall”, what earth materials did she use for her wall?

Would you use the same materials? Why or why not?

5. Complete the worksheet, Yi Min and the Engineering Design Process to show how Yi

Min used the Engineering Design Process to design her wall. Be sure to include her

successes and failures with each step.


1. Engineers ________________ __ technology. What do Materials Engineers do?

2. Draw a picture of an engineer’s job in the box below. Label the picture.


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3. What are the Engineering Design Process steps? Give an example of each step that a

materials engineer might use.

4. An engineer “designs” technology. What does “design” mean for an engineer?


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Activity 8: What is Materials Engineering?

How can Materials be Used to Solve Problems?

Teacher Pages Please see “Lesson 2” in your EiE binder for Teacher & Student Pages











solution fails.





Guiding Questions:







Materials:

Blanket

Metal Spoon

Cotton T-Shirt

Brick

Bag of Material Samples –

Cloth, Paper, Straw

Warm Up: Brainstorm a list of things (technology) that are made from plastic. [bowls,

containers, hairbrushes, combs, baskets, chairs, tables, plates, utensils, bags, etc.] Ask students

to share the problem that each item solves.

Let’s Find Out:

1. The Big Idea of this lesson is that “Lots of different materials can solve the same problem

and one material can solve multiple problems”. During this activity, students will

explore different materials that can be used to solve problems. Students will consider the

fact that one problem can be solved with many different materials, while many problems


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can be solved by just one material. Students will answer the following question in

Student Booklets: Do you agree with this statement? Why or why not?

2. Use EiE Lesson #2 for background and procedures for the activity. The following EiE

Lesson #2 Suggestions offer alternatives for management of the activity and EiE

worksheets.

EiE Lesson #2 Suggestions:

Jigsaw with respect to task or materials. For example, have some students assume the

role of a brick company, a straw company, a paper company, and a cloth company.

Rotation through stations (materials or task).

Record responses on posters at each station.

One EiE worksheet, Materials Engineering: Collecting Data, is the ONLY

worksheet that is included in the Student Booklet

3. Use the graphic organizers to model and help students understand the BIG IDEA:

“Lots of different materials can solve the same problem and one material can solve

multiple problems.”

ONE PROBLEM – DIFFERENT MATERIALS

MULTIPLE PROBLEMS – ONE MATERIAL

PROBLEM

(place to sit)

Material #2 (brick) Material #1 (paper)

Material #3 (straw) Material #4 (cloth)

MATERIAL

(cloth)

Problem #1 (place to sit) Problem #2 (keep warm)

Problem #3 (clean the floor) Problem #4 (carry eggs)


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1. Think again about technologies that are made out of plastic from the Warm-Up section.

List two things that are made from plastic and describe different problems that are solved

with the same material. [Accept all reasonable answers for example: Plastic Bowl –

mixing batter, holding food, storing supplies. Plastic Spoon – eating soup, mixing tea,

carrying an egg]

2. Think about this problem: Mr. Smith needs to hold a hot liquid to drink. What materials

could be used to solve this problem? [ceramic mug, plastic insulated cup, paper cup,

aluminum can, Styrofoam cup, metal bowl or pan] Describe how these different

materials could solve this one problem. [All of these different materials can serve the

same purpose of holding liquid and keeping a person from being burned by a hot liquid.]

Assign Homework (written in Student Booklet): Go on a “Wall Walk” at home or in your

neighborhood to look at different types of walls. Draw pictures of 4 different walls and label the

earth materials that were used to construct each wall the next page. See EiE Lesson 3

Introduction and/or Activity 9 to prepare students for a Wall Walk as homework or a class

assignment.


This activity introduces students to thinking about the properties of materials and why certain

materials are good or poor choices for completing tasks.

Activity 2 Connection: In Activity 2, students investigated the properties of minerals.

The word “properties”, then, might be familiar to them as they approach this lesson,

which is otherwise not strongly related to earth materials.

Activity 7 Connection: This activity reinforces the idea that technologies solve problems

and can be made of a variety of materials.

Great Wall Pictures:

http://theeulobby.files.wordpress.com/2009/06/great_wall_of_china.jpg

http://vincentloy.files.wordpress.com/2008/12/great-wall-of-china.jpg

http://www.paulnoll.com/China/Tourism/Great-Wall-Badaling-2.jpg

Close Up:http://static.panoramio.com/photos/original/3027760.jpg

China Maps:

World Map: http://www.chinahighlights.com/image/map/locationmap-original.jpg

Another World Map (typical North American view):

http://www.froglyspeaking.com/travel-food/images/political_world_855.jpg

Map with Great Wall Depicted:

http://www.drben.net/files/China/Source_Materials/China_Maps/great-wall-

china/China-Great_Wall-Main_Rivers-Silk_Road_Map1b.jpg

http://theeulobby.files.wordpress.com/2009/06/great_wall_of_china.jpg

http://vincentloy.files.wordpress.com/2008/12/great-wall-of-china.jpg

http://www.paulnoll.com/China/Tourism/Great-Wall-Badaling-2.jpg

http://static.panoramio.com/photos/original/3027760.jpg

http://www.chinahighlights.com/image/map/locationmap-original.jpg

http://www.froglyspeaking.com/travel-food/images/political_world_855.jpg

http://www.drben.net/files/China/Source_Materials/China_Maps/great-wall-china/China-Great_Wall-Main_Rivers-Silk_Road_Map1b.jpg

http://www.drben.net/files/China/Source_Materials/China_Maps/great-wall-china/China-Great_Wall-Main_Rivers-Silk_Road_Map1b.jpg


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Activity 8: What is Materials Engineering?

How can Materials be used to Solve Problems?






Guiding Questions:






Materials: Samples of Cloth, Straw, Paper, Brick

Warm Up: Brainstorm a list of things (technology) that are made from plastic. Be prepared to

share the problem that each item solves.

Let’s Find Out:

1. During this activity, you will explore different materials that can be used to solve

problems. Consider the idea that one problem can be solved with many different

materials, while many problems can be solved by just one material. Do you agree with

this statement? Why or why not?

2. Follow your teacher’s directions to explore, examine and evaluate different materials.

3. Use the next page, Materials Engineering: Collecting Data, to record the class data.


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4. Complete the following organizers to demonstrate the BIG IDEA:

“Lots of different materials can solve the same problem and one material can solve

multiple problems.”

ONE PROBLEM – DIFFERENT MATERIALS

MULTIPLE PROBLEMS – ONE MATERIAL

PROBLEM:

Material #2: Material #1:

Material #3: Material #4:

MATERIAL:

Problem #1: Problem #2:

Problem #3: Problem #4


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1. Think again about technologies that are made out of plastic from the Warm-Up section.

List two things that are made from plastic and describe different problems that are solved

with the same material.

2. Think about this problem: Mr. Smith needs to hold a hot liquid to drink.

What materials could be used to solve this problem? Describe how these different

materials could solve this one problem.

Homework: Go on a “Wall Walk” at home or in your neighborhood to look at

different types of walls. Draw pictures of 4 different walls and label the earth

materials that were used to construct each wall on the next page.


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Homework:


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Activity 9: Which Earth Materials Make a Good Mortar?




*1.A.1.b. Select and use appropriate tools, hand lens, or microscope (magnifier),

centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer

(temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to

augment observations of objects, events, and processes.

*1.A.1.c. Explain that comparisons of data might not be fair because some conditions

are not kept the same.

1.A.1.d. Recognize that the results of scientific investigations are seldom exactly the

same, and when the differences are large, it is important to try to figure out why.





*1.B.1.b. Offer reasons for their findings and consider reasons suggested by others.







solution fails.





Guiding Questions:








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Materials:

Soil Measuring cup, ¼ c 30 Streak Plates Newspaper

Sand Measuring cup,1 c 12 White Paper Plates Paper towels

Clay Powder 18 Zipper Bags, 6’x6’ Water, warm 6 Spoons

Mask 15 Deli Containers,

small

Masking tape 12 Hand Lenses

Warm Up: See EiE Lesson #3, Part 1 Introduction which suggests having students take a wall

walk at home to make drawings of 4 different types of walls. Students can do this as homework

(suggested and written in the previous activity) or teachers can take the students’ on a Wall Walk

as a class in the school or neighborhood. Students will draw pictures of four different walls and

then will share the observations made on the “Wall Walk” of the different types of walls and the

earth materials that were used to construct each wall.

EIE Lesson #3, Part 1 Introduction Suggestions:

Wall Walk – when sharing examples of walls, be certain to observe the materials in the

wall and how it was designed rather than looking at tiled walls where the tile is used for

aesthetics or decoration.

If able to use flip cam or camera to take video/pictures, allow students to use the cameras

to take video/pictures.

Let’s Find Out:

1. Use EiE Lesson #3 Part 2 and Part 3 for background, procedures, discussion, and

reflective questions for the activity. The Let’s Find Out portion in the student booklet is

divided into the following three sections (see student pages for student directions):

Section 1 – Properties of Dry and Wet Earth Materials

Section 2 – Testing Mortar, Single Earth Materials

Section 3 – Testing Mortar, Mixture of Earth Materials

2. EiE worksheets have been adapted and recreated in the student booklet pages. Students

will record data on the charts in the student booklet while teachers create a class chart for

students to compare data.

3. The EiE guide suggests completing mortar sandwiches as pairs, but kit materials are

provided for 6 groups rather than pairs. Only 30 Streak Plates are provided for creating

mortar sandwiches. Using the Jigsaw Technique for Cooperative Learning, two groups

can create and test the same single earth material sandwiches so that each material will be

tested twice to allow for comparison. Results can be shared with the class.

4. After students have tested the single earth material mortar sandwiches, an additional

activity is included for creating and testing combinations of earth materials similarly to

the EiE activity. This will help prepare the students for the next activity where student

groups will use the Engineering Design Process to create a mortar with three parts of

earth materials.


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Discuss the following questions after the REFLECTION section in the EIE guide, page 89:

When discussing the last question on page 89, “How do you think we could improve the Sticking

and Earthquake Tests to gather better data to inform our materials engineers?” lead the students

to consider combining the materials to test. Save the samples of the single material tests of sand,

clay, soil tests for comparison.

THINK-PAIR-SHARE:

o What are the combinations that we can create if we used two materials? [Clay-soil, clay-sand, soil-sand]

o How many mixtures/combinations could we create with the earth materials -

sand, clay, soil? [3]

Let’s create these combinations and test them in the same way that we tested the single

earth materials. Do you think that the combinations will produce different results

than the single materials?

Activity to Create Combination Tile Sandwiches to Test mixtures of materials:

1. With 6 groups in a classroom, have two groups test the same combination of materials.

Each group will make 2 mortar sandwiches with the same combinations.

[two groups will create Clay-soil sandwich tiles, two groups will create clay-sand

sandwich tiles, two groups will create soil-sand sandwich tiles]

When mixing combinations, use 1 heaping teaspoon of each material.

Add a small amount of water and mix together. Soil needs to be completely crushed or

smushed so there are no clumps. If necessary add small amounts of water slowly to get

the proper consistency for mortar (about the thickness of cake icing).

Create tile sandwiches of combinations and label the combinations on the white paper

plate.

Follow the same testing procedures from the EIE guide for the earthquake/sticking tests

with these combinations.

Record results on the Mortar Testing Chart in the Combination Section.


1. Think about the walls that you observed. What are two ways that bricks can be stacked?

[staggered, interlocking, blocks stacked one on top of another]

2. What is the purpose of mortar in a brick or rock wall? [to hold bricks/stone together]

3. What are the properties of soil, sand, and clay? [particle size, particles are the same size,

color, stickiness]

4. While we examined the earth materials, we determined that there are several differences

between wet and dry earth materials. Name two things that are different. [the wet

materials are darker in color, stickier, runny, particles are hard to see, etc]

5. Think about the results of our combination testing. Did two materials combined together

perform better than the single materials? [they should] How do you know? [performed

better in earthquake and sticking tests] Cite support for your opinion using results from

each test.[accept reasonable responses that list a specific example from investigation]


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Now they will spend time describing properties of dry and wet sediments.

Activity 5 Connection: Soil, sand, and clay are earth materials that are used in this unit.

Soil, sand and clay are mentioned as types of sediment in Activity 5 formed via

weathering.

Activity 6 Connection: Students learned about the destructive forces of earthquakes in

Activity 6. An earthquake test will be used here to see if the mortar can withstand strong

natural forces.

Activity 7 Connection: The wall walk in this section reinforces Activity 7’s extension in

which students are asked to think about construction technologies (many of those are wall

materials).

Activity 8 Connection: Like Yi Min and Chen, students are trying to make a strong

mortar.


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Teachers should use this chart to compile class results. Enlarge into a poster, create a

transparency, or project on a whiteboard.

Properties of Earth Materials (Dry/Wet)

(Chart adapted from EiE Worksheets 3-2 & 3-3)

TEST Description Soil Sand Clay

Dry Wet Dry Wet Dry Wet

Particle Size

Small, Medium, or Large

Same Size Particles

Yes or No

Color What color is the earth material?

Sticky Test

Do particles stick together? (All, Some, or None of the

particles stick together)

Student will answer and discuss how the properties of the dry and wet materials are different?


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CLASS RESULTS MORTAR TESTING


Mortars with a Single Earth

Material

Mortars with a Mixture of Earth

Materials

SOIL

SAND

CLAY

Soil &

Sand

Soil &

Clay

Clay &

Sand Before Testing (Observation ONLY)

Was the mortar cracked or crumbled?

Did parts of the mortar fall out of the sandwich?

STICKING TEST

Did the tiles come apart before 30 seconds?

Did more cracks or crumbles form in the mortar?

Did the mortar fall out of the sandwich?

EARTHQUAKE TEST

Did the tiles come apart after the earthquake?



“NO” TOTALS

Discuss the following questions with the class after all results have been compiled on the chart:

Which performed the best as a single material?

Which performed the best as a combination?

Poll the class to determine the best and the worst material/combination for mortar or rank

the materials from best to worst.


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Activity 9: Which Earth Materials Make a Good Mortar?






Guiding Questions:







Soil Deli Bowl, small 4 Streak Plates Newspaper

Sand Spoon White Paper Plate Paper towels

Clay 2 Hand lenses Water

Warm Up: Share the observations made on your “Wall Walk” of the different wall types and

the earth materials that were used to construct each wall.

Let’s Find Out:

Section 1 - Properties of Dry and Wet Earth Materials

1. During the first section of this activity, you will explore earth materials that will be used

to create mortar for building a stone wall.

2. Follow your teacher’s directions to explore, examine and evaluate the properties of three

different earth materials - Sand, Soil, and Clay.

3. Observe the materials when they are dry and write your observations in the chart,

Properties of Earth Materials (Dry/Wet).


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Properties of Earth Materials (Dry/Wet)


TEST Description Soil Sand Clay

Dry Wet Dry Wet Dry Wet

Particle Size

Small, Medium, or Large

Same Size Particles

Yes or No

Color What color is the earth material?

Sticky Test

Do particles stick together? (All, Some, or None of the

particles stick together)

4. Follow your teacher’s directions to observe the same earth materials when they are wet.

Write your observations in the chart the above, Properties of Earth Materials (Dry/Wet).

How are the properties of the dry and wet materials different?


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Section 2 – Testing Mortar, Single Earth Materials

1. During the second section of this activity, you will test mortars created by a single earth

material. The test results will help you make decisions about how to create your own

mortar for building a stone wall.

2. Follow your teacher’s directions to make mortar sandwiches of a single earth material.

These will need to dry overnight before testing the mortar.

3. After mortars have dried and are ready to test, use the following chart, Testing Mortar, to

record your observations for “Mortars with a Single Earth Material”. Be sure to observe

the dry mortar before completing the sticking or earthquake test.

MORTAR TESTING


Mortars with a Single Earth

Material

Mortars with a Mixture of Earth

Materials

SOIL

SAND

CLAY

Soil &

Sand

Soil &

Clay

Clay &

Sand Before Testing (Observation ONLY)

Was the mortar cracked or crumbled?

Did parts of the mortar fall out of the sandwich?

STICKING TEST

Did the tiles come apart before 30 seconds?



EARTHQUAKE TEST

Did the tiles come apart after the earthquake?



“NO” TOTALS


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1. During the third section of this activity, you will test mortars created by a combination of

two earth materials. The test results will help you make decisions about how to create

your own mortar for building a stone wall.

2. Follow your teacher’s directions to make mortar sandwiches of a mixture of two earth

materials. These will need to dry overnight before testing the mortar.

3. Do you think combining two earth materials will produce different results than the

single materials? Explain your thinking.

4. After mortars have dried and are ready to test, use the previous chart, Testing Mortar, to

record your observations for “Mortars with a Mixture of Earth Materials”. Be sure to

observe the dry mortar before completing the sticking or earthquake test.

5. Which materials performed the best for your group? How did it compare to the

class results?


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1. Think about the walls that you observed. What are two ways that bricks can be stacked?

2. What is the purpose of mortar in a brick or rock wall?

3. What are the properties of soil, sand, and clay?

4. While we examined the earth materials, we determined that there are several differences

between wet and dry earth materials. Name two things that are different. (For example,

compare sand when it is dry and when it is wet)

5. Think about the results of our combination testing. Did two materials combined together

perform better than the single materials? How do you know? Cite support for your

opinion using results from each test.


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Activity 10: How can we use the Engineering Design Process to Design a

Strong Wall?














solution fails.

1.D.3.a. (Making Models) Explain that a model is a simplified imitation of something

and that a model’s value lies in suggesting how the thing modeled works.

1.D.3.b. (Making Models) Investigate and describe that seeing how a model works after

changes are made to it may suggest how the real things would work if the same were

done to it.





Guiding Questions:








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Materials:

Soil Measuring cup, ¼ c 12 Cake Circles Newspaper

Sand Measuring cup,1 c 12 Craft Sticks Paper towels

Clay Powder Paint stick Water, warm 12 Spoons

Mask 3 Buckets w/lids 12 Index Cards, 4”x 6” Masking tape

2 chairs Golf Ball Bowl/Pitcher for water Rocks, 300

String, 3 ft. long Wooden dowel 12 Deli Containers, small

Warm Up:

See EiE Lesson #4, Part 1 Introduction, for a review of the Engineering Design Process

as referred to in the storybook by Yi Min’s grandfather. Students will list the 5 steps of

the EDP in a graphic – ASK, IMAGINE, PLAN, CREATE, IMPROVE

Students will brainstorm possible ways to test the mortar that they will create to build

their stone wall. A discussion about “testing to failure” is important for students to

understand – engineers test designs until they fail so that they can make notes about the

weaknesses so that the design can be improved.

Let’s Find Out:

1. Use EiE Lesson #4 Parts 1, 2, 3 and 4 for background, procedures, discussion, and

reflective questions for the activity. (See EiE Lesson #4 Suggestions below.)

2. The Let’s Find Out portion in the student booklet directs students to follow teacher’s

directions to complete the steps of the Engineering Design Process to create a mortar to

construct a stone wall that will be tested by a wrecking ball.

3. Share the wrecking ball model before mortar is created and walls are constructed so

students are aware of how the walls will be tested.

4. The EiE worksheets, ASK and CREATE Steps, have been adapted and recreated in the

student booklet pages.

5. Students will record data on the charts in the student booklet while teachers create a class

chart for students to compare data.

EIE Lesson # 4 Suggestions:

Use the brown side of the cake circle to construct the walls. Draw a line on the cake

circle to show the length of the wall.

Pre-measure ¼ cup portions of each type of earth material into a deli container for

easy distribution.

Write student names, wall number, and combination mixture on the cake circle.

Use a 4”x 6” index card to help students determine the size of the wall.

A paint stick is included in the science kits to help with mixing the clay powder with

water to form clay.

OPTIONAL: EiE Part 4 describes the redesign process that follows the IMPROVE

Step in the Engineering Design Process. Redesigning and recreating is essential to

the process but with limited time and since this can be a messy activity, it is not


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mandatory to build a second wall. Discussion of improvements should be

emphasized and if students were absent on the day that the walls were constructed,

consider allowing these students build a new mortar based on the class’s suggestions.

If time allows and at the teacher’s discretion, the redesign of mortar and wall can be

an extension activity.

The questions in the What Have We Learned section reflect final questions in EiE, on

page 120, regarding the Engineering Design Process. Review these questions with

the class.


1. Describe how you and your group members used the Engineering Design Process to

design a wall using rocks and a mortar made of a mixture of earth materials. [Answers

will vary but should have each step described – Ask, Imagine, Plan, Create, Improve]

2. Engineers test to failure. Explain “failure” for an engineer in your own words.

[Responses may vary but should show an understanding that failure means to find the

weaknesses in a design for an engineer so that improvements can be made to make a

better design]

3. At what angle did your wall fail? _________Why do you think your wall failed?

[Answers will be based on results but should show an understanding of failure in design

– mortar was not mixed well, only used one earth material, didn’t use enough mortar,

etc.]

4. Which steps of the Engineering Design Process were the most important to your design?

Why? [Responses may vary]

5. Which steps of the Engineering Design Process were difficult and which were easy?

Why? [Responses may vary]

6. If you improved your wall design again, what do you think you would do to make it even

stronger? [Responses may vary]

Science and other EiE Connections:




Now they will spend time considering the properties of combined materials (composites).

Activity 5 Connection: Soil, sand, and clay are earth materials that are used in this

activity. Soil, sand and clay are mentioned as types of sediment in Activity 5 formed via

weathering.

Activity 8 Connection: Like Yi Min and Chen, students are trying to make a strong wall,

and like these two children, students are using the engineering design process.


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Class Results Wall Testing

Wall Number

Prediction (strongest)

Angle 1 Angle 2 Angle 3 Angle 4 Notes

1

2

3

4

5

6

7

8

+ no damage some mortar displacement significant damage

x = collapse


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Activity 10: How can we use the Engineering Design Process to Design a

Strong Wall?






Guiding Questions:






Materials:

Soil Cake Circle Newspaper Index Card, 4”x 6”

Sand Deli Bowl, small Paper Towels 30 Rocks

Clay Water Spoon Craft Stick

Wrecking Ball Apparatus

Warm Up: Think about the Engineering Design Process that Yi Min’s grandfather described

to her in the storybook, Yi Min’s Great Wall. List the five step cycle below in the graphic.

1. __________

2. __________

3. __________ 4. __________

5. __________


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Consider the tests that were used to test the mortar sandwiches. Today, you will begin

using the Engineering Design Process to create a mortar to construct a stone wall. The

wall will be “tested to failure”, brainstorm possible ways to test the wall’s mortar that

will be created.

Let’s Find Out:

1. During the next few days, you will use your knowledge of the wall designs and properties

of wet and dry earth materials to create a mortar that will be used to construct a stone

wall. After several days of drying, the wall will be tested for its strength.

2. Follow your teacher’s directions to complete the five steps of the Engineering Design

Process to create a mortar to construct a stone wall that will be tested for strength.


1. Describe how you and your group members used the Engineering Design Process to

design a wall using rocks and a mortar made of a mixture of earth materials.

2. Engineers test to failure. Explain “failure” for an engineer in your own words.


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3. At what angle did your wall fail? _________Why do you think your wall failed?

4. Which steps of the Engineering Design Process were the most important to your design?

Why?

5. Which steps of the Engineering Design Process were difficult and which were easy?

Why?

6. If you improved your wall design again, what do you think you would do to make it even

stronger?


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Designing a Wall

Engineering Design Process: Ask!

(Student Page adapted from EiE Worksheets 4-3) Directions: Think about your observations of the soil, sand, clay, and combination mortars to answer the following questions.

1. What is the problem that we will solve?

2. Our constraints: a. What materials can we use to make our mortar?

b. How many total scoops of these materials can we use to make our mortar? ____________

c. How many rocks can we use to make our wall?

____________

3. How will we test our walls?

4. Which material(s) worked well alone as a mortar in our sandwiches? (Circle.)

Sand Soil Clay


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Designing a Wall Engineering Design Process:

Create (Student Page adapted from EiE Worksheets 4-7)

Directions: Take a look at all of the walls that will be tested to failure with a wrecking ball to answer questions #1-2. Then, observe your wall as it is tested and record your observations using the key at the bottom of the chart.

1. Write down the number of the wall that you think will be the best at the wrecking ball test! Which one looks the strongest? ______________

Why?____________________________________________________________________

__________________________________________________________________________

2. Which one looks the most pleasing to the eye? (aesthetic) __________

Why?____________________________________________________________________

__________________________________________________________________________

Wall Testing Record Chart Your Wall Number

Angle 1 Angle 2 Angle 3 Angle 4 Notes

+ no damage some mortar displacement significant damage

x = collapse

3. Which walls were the strongest? ___________________________

What was the mortar made of? ____________________________

Design #


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Activity 11: How Have Rocks and Minerals Been Used in Harford County? Teacher Pages



1.A.1.a. Support investigative findings with data found in books, articles, databases, and

identify the sources used and expect others to do the same.




*2.A.3.b. Identify components of a variety of rocks and compare the physical properties

of rocks with those of minerals to note major differences. (VSC Grade 5)

*2.A.3.c. Describe ways that the following processes contribute to changes in the Earth’s

surface: erosion, transport, deposit. (VSC Grade 5)

Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and composed

of minerals that have unique physical properties.

Enduring Understanding (Engineering): Materials engineers consider the properties of materials

and use the engineering design process to create new materials (technologies).

Guiding Questions:






Materials:

Six Sets of Harford County Rock Samples [Slate #2, Gneiss #5, Serpentine-Green Dot,

Chromite, Red Dot]

Transparency - Harford County Geologic Map

Class Time: 60 minutes – You may wish to divide this activity into two lessons.

Preparation:

1. Prepare materials from the kit. Pull the number 2 and 5 samples out. Then, set up the student

group’s samples; include one #2, one #5, one serpentinite (green dot), and one chromite (red

dot).

2. Make a transparency of the Harford County Geologic Map for you.


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Background:

Harford County has a rich and varied history in rock and mineral utilization. It is important that

students have a basic understanding that these natural resources have had, and do have, an

important impact upon Harford County residents.

Several different rock and mineral samples have been selected to highlight this concept. Chromium

ores of the Jarrettsville area, the green “marble” (serpentinite rock) of Cardiff, the Peach Bottom

slate of the Whiteford/Cardiff/Delta area, and the Port Deposit gneiss (pronounced ‘nice’) located

across the mid-county region will serve as excellent examples of deposits that are found in our

county.

In addition to these minerals that are mined by humans, trace amounts of minerals are “mined”

from the soil by plants. This is an extremely important part of the food chain, since the minerals

our bodies need for survival ultimately come from the earth. Farming is an important industry in

our county.

The background information on each of these examples is found in the information packets and will

not be duplicated here. Students may be interested to know that they are surrounded by mineral

resources in their classroom, home, and the natural environment. In addition to the mineral

products needed by our bodies, rocks and minerals are used in building construction, jewelry, road

construction, medicine, and for many scientific uses.

Warm-Up:

1. Students should continue working in cooperative learning groups. Have the students

brainstorm uses of rocks and minerals in their community.

2. Using a modified “round table” strategy, have the reporter from each group share their

information. The teacher will have the option of listing the suggested uses on either the

chalkboard or chart paper.


1. Turn to the Harford County Geologic maps.

2. Using the overhead projector, display the Harford County map transparency.

3. Assist the students in labeling their school, the county seat, and any other important geographic

locations in Harford County from your master map.

4. Students should now be instructed to color code their maps with the ten rocks and minerals

based on the key.

5. Distribute the four rock samples to each group (numbers 2 and 5, red spot and green spot).

Allow students to examine the four samples briefly and have them place the samples in the

middle of the group.


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6. Assign each student one of the four information sections. Students should each read their

particular information section and choose the sample that is described by the section. The

student will become the “expert” concerning their specific sample [2 – slate; 5 – gneiss; red spot

– chromite; green spot – serpentinite]. To become an expert, students will carefully read their

information and complete their corresponding section of the chart. The teacher should monitor

the groups to ensure their mastery of the concepts.

7. Provide time for all the students studying the same sample to meet as a group to share their

findings. Using the jigsaw cooperative learning strategy, these students will report back to their

original group. They will then assume the role of the teacher, instructing the other members of

their group about their sample.

8. Based on the information presented, students are to complete the remaining sections of the

chart.


1. List several examples to support the statement, “Rocks and minerals have played an important

role in the history of Harford County.” [Student answers will vary; however, they may include:

Gneiss, which is quarried near Havre de Grace, is used for building, paving blocks, curbing,

roads, and water jetties. Slate, found in the Whiteford/Cardiff/Delta area, was once used for

roofing material, gravestones, and sidewalks. Chromite, the ore used for producing chrome,

can be found in the Cooptown-Jarrettsville area. This is the only metal in which Maryland has

ever led the world in production. Serpentinite can be found in the northern part of Harford

County. Harford County serpentinite, or “green marble,” is very decorative and was used in

the construction of many buildings, including the Empire State Building, and to line the

corridors in many public buildings.]

2. Why have the uses of rocks described in the information packet changed since the 1800’s?

[Many of these non-renewable resources have been depleted, and less expensive construction

materials are now easily available.]


When presenting any background information to the students, use visuals as often as possible to

make the concepts more concrete for them. Spend some time during the lesson developing

vocabulary. This will not only help out the special education students, but many others as well.

It would also be a good idea to consult with your special educator for assistance with more

specific modifications for your students.

During Let’s Find Out, allow students to work with a partner or para-educator to help with

reading and completing the chart. Another alternative would be to provide the answers for the

chart and allow the student to match the answers to the correct heading.




Allow students to write own answer or copy from screen. For students who may have difficulty

with copying from a distance or with the physical aspect of writing, the overheads can be copied

or the slides can be printed and stapled into those student’s booklets.


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Extension:

1. Post a map of Harford County. Have students flag points of interest related to the commercial

value of Harford County’s rocks and minerals.

Examples:

• A company near Dublin takes the mineral, talc (steatite), and uses it to make ceramic

insulators, which are used in rocket construction.

• The Arundel Corporation quarries gneiss used in the construction of jetties at Ocean City.

2. Report on any ecological problems related to the quarrying of rocks and minerals in Harford

County.

Examples:

• pH change in area waterways

• airborne debris

• deforestation

• erosion

3. Contact a guest speaker from Arundel or LaFarge quarries.

4. Research the question, “Why is chrome so expensive?”

Cross-Curricular Connections: Social Studies, Language Arts


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Information Sheet

Where Maryland Shone – Chrome Production

The only metal in which Maryland has ever led the world in production is chrome. You are

familiar with this bright metal, much used today on automobiles and in making steel. It gives

strength, resists rust, and wears well. It is also mixed with chemicals for dyeing fabrics, coloring

glass and pottery, processing leather, and preserving wood.

Between 1828 and 1850, Maryland provided most of the world’s supply of chrome ore when it was

used chiefly as a coloring agent.

Substantial deposits of chromite, the source of chrome, have been found in Harford and Baltimore

counties. It is present chiefly in the areas known as the Serpentine Barrens. These areas are

underlain by the rock serpentinite, which contains the mineral serpentine. The soil in the area is

poor and usually grows little more than low bushes and scrubby trees.

The story is told that a man named Isaac Tyson, Jr., was the first to notice the connection between

the Serpentine Barrens and the presence of chrome ore. It is said that back in 1827, Tyson

happened to be in the Belair Market in Baltimore City one day and noticed a cider barrel on a

wagon steadied by some rocks he recognized as chromite. He learned that these rocks had come

from near Jarrettsville, located in the northern part of our County, and that led him to the discovery

of a new source of chrome ore. The Cooptown-Jarrettsville area in Harford County proved to be

the best producer in the state. You can easily guess how Chrome Hill in Harford County got its

name.

Serpentinite – A Maryland Beauty

The rock serpentinite is found in several shades of green – yellowish, grayish, or dark green. It has

been used for building, but it has never been popular. The light-green stone houses you see in

Baltimore and Harford counties are probably made of serpentinite.

Serpentinite is quarried for road building. The dark green variety is used as a decorative stone.

This stone has light veins running through it and polishes beautifully. Slabs of it are used for

tabletops, mantles, bookends, and for lining corridors in public buildings.

Known as either “verde antique” or “green marble,” serpentinite resembles marble. But Maryland’s

serpentinite is not a marble chemically and has little to do with it. True marble comes from a

sedimentary rock composed of limey mud or the limey remains of millions of tiny animals or larger

shelled creatures. Maryland serpentinite was never “alive” in this sense; in fact, it never occurs in a

sedimentary form. Probably, our serpentinite was originally a dark colored igneous rock.

Serpentinite is found in six Maryland counties - Montgomery, Howard, Carroll, Baltimore, Harford,

and Cecil. The best-known quarry was at Cardiff in the northern part of our county. This quarry

was very deep and produced serpentinite that was prized for decorative purposes.


RMME Teacher - 138

Information Sheet

Port Deposit Gneiss – The Old Man of the Rocks

Gneiss is a metamorphic rock that is found in Maryland, chiefly in the Piedmont section. Our

Piedmont gneiss is the oldest rock in the whole state. At one time, gneiss was igneous in nature,

forming the rock, granite.

This gneiss was subjected for a long time to intense heat and pressure. For millions of years, it

was buried under younger rocks that later were worn away in some areas. It was so changed that

now it is hard, and its minerals are arranged in light and dark bands of varying thickness. These

bands are typical of gneiss. Its minerals are chiefly quartz, feldspar, hornblende, and mica.

Since the late 1700s, gneiss has been quarried in and around Baltimore. One of the most recent

quarry sites is found in our county near Havre de Grace. Along the banks of the Susquehanna

River, the Arundel Corporation quarries large blocks of gneiss for various uses. Gneiss is used

as a building stone, but it has also been used in making paving blocks, curbing, and crushed for

roads. Additionally, it is Harford County gneiss that was used to build the long jetties that we

see in Ocean City and Assateague, Maryland.

Peach Bottom Slate – For School and Home Use

Slate is one member of the metamorphic rock family to which you need no introduction. You

have probably seen slate used as roofing on buildings, such as churches and homes. You may

have also seen chalkboards made out of this metamorphic rock.

Slate is related to shale. Shale was once mud that had become hard through pressure. When

shale is subjected to still greater pressure and heat, it is changed into slate. The process

rearranges the minerals and they line up in one plane, making slate easy to split.

Only one area in Maryland has recently produced slate, a small section in the northern part of our

county in the Whiteford/Cardiff/Delta area. If you were to visit this region of our county, you

would see that most of the houses have slate roofs, and many of the homes are actually built on

foundations made of slate.

Sidewalks are made of big plates of slate. Even gravestones are made of slate. The Welsh

immigrants who came to the area to work in the slate quarries named the town of Cardiff after

the capital of their homeland, Wales.


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Harford County Geologic Map


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Activity 11: How Have Rocks and Minerals Been Used in Harford County? Student Pages #55-60





Guiding Questions:






Materials: per group

One set of Harford County rock and mineral samples

Warm-Up:

In your cooperative learning group, brainstorm uses of rocks and minerals in your community.

Use the round table strategy to share your information with the entire class.

Let's Find Out: 1. Locate your school on the Harford County Geologic Map. Locate Bel Air, the county seat.

2. Based on your school's location, add any other important geographic locations in Harford

County as directed by your teacher.

3. Following your teacher's modeling, label and color the geological map of Harford County.

2. You will be using a cooperative learning strategy called Jigsaw. Listen closely to your

teacher's instructions on how the Jigsaw works.

3. Using the information that you learned in your cooperative learning group, fill out the

"Resource Chart of Harford County."


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What Have We Learned? 1. List several examples to support the statement, "Rocks and minerals have played an important

role in the history of Harford County."

2. Why have the uses of the rock described in the information packet changed since the 1800’s?


RMME Teacher - 143

Resource Chart

I. Port Deposit Gneiss

A. Location:

B. Use:

C. Composition:

D. Interesting Facts:

II. Peach Bottom Slate

A. Location:

B. Use:

C. Composition:


III. Cardiff Green Marble [Serpentinite]

A. Location:

B. Use:

C. Composition:


IV. Chromite

A. Location:

B. Use:

C. Composition:



RMME Teacher - 144

Information Sheet

Where Maryland Shone – Chrome Production

The only metal in which Maryland has ever led the world in production is chrome. You are

familiar with this bright metal, much used today on automobiles and in making steel. It gives

strength, resists rust, and wears well. It is also mixed with chemicals for dyeing fabrics, coloring

glass and pottery, processing leather, and preserving wood.

Between 1828 and 1850, Maryland provided most of the world’s supply of chrome ore when it

was used chiefly as a coloring agent.

Substantial deposits of chromite, the source of chrome, have been found in Harford and

Baltimore counties. It is present chiefly in the areas known as the Serpentine Barrens. These

areas are underlain by the rock serpentinite, which contains the mineral serpentine. The soil in

the area is poor and usually grows little more than low bushes and scrubby trees.

The story is told that a man named Isaac Tyson, Jr., was the first to notice the connection

between the Serpentine Barrens and the presence of chrome ore. It is said that back in 1827,

Tyson happened to be in the Belair Market in Baltimore City one day and noticed a cider barrel

on a wagon steadied by some rocks he recognized as chromite. He learned that these rocks had

come from near Jarrettsville, located in the northern part of our County, and that led him to the

discovery of a new source of chrome ore. The Cooptown-Jarrettsville area in Harford County

proved to be the best producer in the state. You can easily guess how Chrome Hill in Harford

County got its name.

Serpentinite – A Maryland Beauty

The rock serpentinite is found in several shades of green – yellowish, grayish, or dark green. It

has been used for building, but it has never been popular. The light-green stone houses you see

in Baltimore and Harford counties are probably made of serpentinite.

Serpentinite is quarried for road building. The dark green variety is used as a decorative stone.

This stone has light veins running through it and polishes beautifully. Slabs of it are used for

tabletops, mantles, bookends, and for lining corridors in public buildings.

Known as either “verde antique” or “green marble,” serpentinite resembles marble. But

Maryland’s serpentinite is not a marble chemically and has little to do with it. True marble

comes from a sedimentary rock composed of limey mud or the limey remains of millions of tiny

animals or larger shelled creatures. Maryland serpentinite was never “alive” in this sense; in

fact, it never occurs in a sedimentary form. Probably, our serpentinite was originally a dark

colored igneous rock.

Serpentinite is found in six Maryland counties - Montgomery, Howard, Carroll, Baltimore,

Harford, and Cecil. The best-known quarry was at Cardiff in the northern part of our county.

This quarry was very deep and produced serpentinite that was prized for decorative purposes.


RMME Teacher - 145

Information Sheet

Port Deposit Gneiss – The Old Man of the Rocks

Gneiss is a metamorphic rock that is found in Maryland, chiefly in the Piedmont section. Our

Piedmont gneiss is the oldest rock in the whole state. At one time, gneiss was igneous in nature,

forming the rock granite.

This gneiss was subjected for a long time to intense heat and pressure. For millions of years, it

was buried under younger rocks that later were worn away in some areas. It was so changed that

now it is hard, and its minerals are arranged in light and dark bands of varying thickness. These

bands are typical of gneiss. Its minerals are chiefly quartz, feldspar, hornblende, and mica.

Since the late 1700s, gneiss has been quarried in and around Baltimore. One of the most recent

quarry sites is found in our county near Havre de Grace. Along the banks of the Susquehanna

River, the Arundel Corporation quarries large blocks of gneiss for various uses. Gneiss is used

as a building stone, but it has also been used in making paving blocks, curbing, and crushed for

roads. Additionally, it is Harford County gneiss that was used to build the long jetties that we

see in Ocean City and Assateague, Maryland.

Peach Bottom Slate – For School and Home Use

Slate is one member of the metamorphic rock family to which you need no introduction. You

have probably seen slate used as roofing on buildings, such as churches and homes. You may

have also seen chalkboards made out of this metamorphic rock.

Slate is related to shale. Shale was once mud that had become hard through pressure. When

shale is subjected to still greater pressure and heat, it is changed into slate. The process

rearranges the minerals and they line up in one plane, making slate easy to split.

Only one area in Maryland has recently produced slate, a small section in the northern part of our

county in the Whiteford-Cardiff area. If you were to visit this region of our county, you would

see that most of the houses have slate roofs, and many of the homes are actually built on

foundations made of slate.

Sidewalks are made of big plates of slate. Even gravestones are made of slate. The Welsh

immigrants who came to the area to work in the slate quarries named the town of Cardiff after

the capital of their homeland, Wales.


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Harford County Geologic Map


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Sample

Summative

Assessments


RMME Teacher - 148


RMME Teacher - 149

Name: ________________________________ Date: __________

Rocks, Minerals and Materials Engineering

Mid-Unit Assessment (Activities #1-5)

I. Selected Response Items – Circle the most appropriate answer to

complete each statement.

1. Rocks are solid earth materials made of more than one __________________

a. mineral b. organic material c. luster d. liquid

2. Geologists classify minerals according to _______________________

a. formation b. physical properties c. sedimentary d. metamorphic

3. Geologists classify rocks according to _______________________

a. formation b. physical properties c. streak d. color

4. Rocks that are formed when molten rock cools are classified as________________

a. sedimentary b. metamorphic c. igneous d. minerals

5. Rocks that are formed when rocks deep underground are heated and squeezed are

classified as________________


6. Rocks that are formed when rock sediments are deposited in layers and harden are



7. Fossils are most likely to be found in rocks that are ________________


8. The natural process of wind, water, or ice that wears away rock to form sediment is called

________________________

a. erosion b. weathering c. physical properties d. natural disasters

9. The movement of weathered materials (sediment) by wind, water, ice or gravity is called

________________________

a. erosion b. weathering c. physical properties d. natural disasters

10. During a severe rainstorm, what would the most likely be the cause of a house suddenly

falling into a river if the house was built on the side of a hill just above the river?

a. tornado b. avalanche c. volcano eruption d. mudslide


RMME Teacher - 150

II. Brief Constructed Response (BCR) Items.

1. In science class, we examined several physical properties of minerals and used tests to

help us classify and identify each mineral. Describe the process of identifying minerals

using physical properties. Consider the following:

a. Three different tests

b. Possible reactions of different minerals for each test

c. The tools needed to complete each test

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________ 2. The Earth’s surface is constantly changing. Some changes occur rapidly while others

occur slowly over time. Explain how the Earth’s surface could change rapidly through a

natural event.

a. Provide an example of the natural event.

b. What natural agent caused the change – water, gravity, wind?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


RMME Teacher - 151

Name: ________________________________ Date: __________

Rocks, Minerals and Materials Engineering

Mid-Unit Assessment (Activities #1-5)

Teacher Pages – Answer Key

Correct answers are bold, italicized, and underlined

I. Selected Response Items – Circle the most appropriate answer to complete each

statement.

11. Rocks are solid earth materials made of more than one __________________

a. mineral b. organic material c. luster d. liquid

12. Geologists classify minerals according to _______________________

b. formation b. physical properties c. sedimentary d. metamorphic

13. Geologists classify rocks according to _______________________

c. formation b. physical properties c. streak d. color

14. Rocks that are formed when molten rock cools are classified as________________

d. sedimentary b. metamorphic c. igneous d. minerals

15. Rocks that are formed when rocks deep underground are heated and squeezed are


e. sedimentary b. metamorphic c. igneous d. minerals

16. Rocks that are formed when rock sediments are deposited in layers and harden are


f. sedimentary b. metamorphic c. igneous d. minerals

17. Fossils are most likely to be found in rocks that are ________________

g. sedimentary b. metamorphic c. igneous d. minerals

18. The natural process of wind, water, or ice that wears away rock to form sediment is called

________________________

h. erosion b. weathering c. physical properties d. natural disasters

19. The movement of weathered materials (sediment) by wind, water, ice or gravity is called

________________________

i. erosion b. weathering c. physical properties d. natural disasters

20. During a severe rainstorm, what would the most likely be the cause of a house suddenly

falling into a river if the house was built on the side of a hill just above the river?

j. tornado b. avalanche c. volcano eruption d. mudslide


RMME Teacher - 152


1. In science class, we examined several physical properties of minerals and used tests to

help us classify and identify each mineral. Describe the process of identifying minerals

using physical properties. Consider the following:

a. Three different tests

b. Possible reactions of different minerals for each test

c. The tools needed to complete each test

Responses should include 3 of these mineral tests performed in

class – luster(shiny, dull), streak(Use a streak plate to determine if

the mineral will make a streak on the plate and the color of the

streak), color (Light or dark), texture(smooth or rough),

hardness(using your fingernail or a paper clip to determine hard,

medium or soft depending on which could scratch the mineral). A

description of each test and the possible reactions should be

described. Responses should mention that we use our senses to

examine physical properties. 2. The Earth’s surface is constantly changing. Some changes occur rapidly while others

occur slowly over time. Explain how the Earth’s surface could change rapidly through a

natural event.

a. Provide an example of the natural event.

b. What natural agent caused the change – water, gravity, wind?

Responses should describe a specific natural disaster – toronado,

hurricane, volcanic eruption, earthquake – that can have Earth

changing results in a short period of time. The response should not

describe weathering and erosion which are SLOW changes to the

Earth’s surface. Response shoud identify water, gravity or wind as

the natural causing agent that alters the Earth’s surface rapidly.


RMME Teacher - 153

Name: ________________________________ Date: __________

Rocks, Minerals and Materials Engineering Final Unit Assessment (Activities #6-11)

I. Selected Response Items – Circle the answer that most appropriately completes

each statement.

1. Engineers use science, math, materials and tools to design technologies that solve

problems. An example of the kind of work that an engineer would do is

_______________.

a. paint a house b. design bridges c. drive a truckd. repair bikes

2. Materials engineers may use earth materials to design technologies. An example of an

earth material is __________________ .

a. a wall b. mortar c. sand d. liquid

3. A technology is something that helps to solve a problem. Which of the following is a

technology made from an earth material?

a. brick b. sand c. rock d. soil

4. A bicycle company wants to create a new type of bike. How would a materials engineer

help?

a. draw the shape of the bike b. choose the metal for the bike frame

c. put the chain on the bike d. paint the bike

5. Walking along a stream, you find two rocks that are both igneous rocks. What property

is most likely to be the same?

a. color b. size c. shape d. weight

6. Which of these is made from a human-made material?

a. plastic cup b. clay pot c. rock walkway d. sand castle


RMME Teacher - 154

Use the following table to answer questions #7-10:

Material Properties

A Absorbent, red, soft

B Waterproof, white, flexible

C Durable, brown, flexible

D Waterproof, yellow, sturdy

7. If you were designing an umbrella, which would be the BEST material to use?

a. Material A b. Material B c. Material C d. Material D

8. If you were designing an outdoor doghouse, which would be the BEST material to use?


9. If you were designing a bath towel, which would be the BEST material to use?


10. Which property was not important to your decision about the BEST material to use for

each item?

a. color b. flexibility c. durability d. waterproof


1. A materials engineer is asked to design a strong mortar to build a wall of a castle.

Describe the process that the materials engineer would use to design the mortar from

earth materials. Consider the following:

The five steps of the Engineering Design Process

The possible earth materials to create the mortar

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


RMME Teacher - 155

Name: ________________________________ Date: __________

Rocks, Minerals and Materials Engineering Final Unit Assessment (Activities #6-11)

Teacher Pages – Answer Key

Correct answers are bold, italicized, and underlined

III. Selected Response Items – Circle the answer that most appropriately completes

each statement.

11. Engineers use science, math, materials and tools to design technologies that solve

problems. An example of the kind of work that an engineer would do is

_______________.

a. paint a house b. design bridges c. drive a truckd. repair bikes

12. Materials engineers may use earth materials to design technologies. An example of an

earth material is __________________ .

a. a wall b. mortar c. sand d. liquid

13. A technology is something that helps to solve a problem. Which of the following is a

technology made from an earth material?

a. brick b. sand c. rock d. soil

14. A bicycle company wants to create a new type of bike. How would a materials engineer

help?

a. draw the shape of the bike b. choose the metal for the bike frame

c. put the chain on the bike d. paint the bike

15. Walking along a stream, you find two rocks that are both igneous rocks. What property

is most likely to be the same?

a. color b. size c. shape d. weight

16. Which of these is made from a human-made material?

a. plastic cup b. clay pot c. rock walkway d. sand castle


RMME Teacher - 156

Use the following table to answer questions #7-10:

Material Properties

A Absorbent, red, soft

B Waterproof, white, flexible

C Durable, brown, flexible

D Waterproof, yellow, sturdy

17. If you were designing an umbrella, which would be the BEST material to use?

b. Material A b. Material B c. Material C d. Material D

18. If you were designing an outdoor doghouse, which would be the BEST material to use?


19. If you were designing a bath towel, which would be the BEST material to use?


20. Which property was not important to your decision about the BEST material to use for

each item?

a. color b. flexibility c. durability d. waterproof

IV. Brief Constructed Response (BCR) Items.

2. A materials engineer is asked to design a strong mortar to build a wall of a castle.

Describe the process that the materials engineer would use to design the mortar from

earth materials. Consider the following:

The five steps of the Engineering Design Process

The possible earth materials to create the mortar

Response should include the five steps of the EDP in the correct order – Ask, imagine, plan,

create, improve – with a description of each step related to the earth materials that create the

mortar – soil, clay, and sand. Responses should explain which materials when mixed together

would create the best mortar to create a strong wall. Staggering the bricks/rocks in the design

process should be included as well.


RMME Teacher - 157

GRADE 4 Rocks, Minerals, & Materials...

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